Update Archives

November 4, 2014

Last call for feedback to Area E refined GE outcomes. Big thanks to those that have already chimed in (with some really compelling suggestions). Take the GE Area E Outcome Survey. Click below to start survey. Ends Wednesday at noon. 

GE Area E (Humanities) Outcomes Refinement Survey

A SLO Basics Workshop is being held on November 18 from 3-4:15 in Cloud 257. Although this is a repeat of the September workshop I have made some improvements based on participant feedback! If you would like to learn how to create quality outcomes, techniques for assessment, and how to navigate the assessment expectations on this campus, please RSVP to kwhalen@ccsf.edu by November 16th.

In the SLO Committee, GE Area work groups, and at Student Service Development meetings I’ve been talking about the Affective Domain. In outcomes assessment literature these outcomes measure what a student feels (self-confidence, self-efficacy) or values (social responsibility, integrity). While we might be tempted to shy away from these outcomes because they are hard to measure, scholarship suggests they shouldn’t be overlooked.  Rebecca Cox, author of The College Fear Factor, considers how students manage the risk of failure as they enter community college and how it shapes their behaviors. In one study she looked at data drawn from sections of a beginning composition course. The data produced many insights but the one that stood out to me was the following: The students completing the course didn’t name writing or reading skills as their most frequent or important outcome. Cox writes, “To the contrary, the most significant outcomes were pride in completing a difficult course, and new found confidence about their ability to succeed.” Confidence was the number one outcome for 70% of the students completing the section’s studied.

On the heels of reading Cox, I attended the Strengthening Student Success Conference last month and followed the panels themed around the Affective Domain. Diego Navarro of Cabrillo College’s work with the ACE foundation demonstrates that the Affective Domain can indeed be measured. In fact, after defining the characteristics of Self-Efficacy and Mindfulness, his preliminary research findings point to significant gains in completion of core courses after students were exposed to curriculum with affective outcomes. For example, they were twice as likely to complete transfer level English.

CCSF’s Institutional Level Outcomes reflect our commitment to the affective domain. Our fourth ILO, on Personal and Career Development, states that students will “demonstrate self-reflection and confidence” and “value lifelong learning.” As you continue to refine and align outcomes with these institutional goals, an ever growing body of research underscores the importance of the Affective Domain, especially for community college students. For this reason, these outcomes should be woven into our courses, programs, and units. 

Kristina Whalen

SLO Coordinator

SOURCES: 

Read Rebecca Cox.

Presentation by Diego Navarro.

October 22, 2014

The GE Area E work group seeks your feedback on proposed changes to General Education Learning Outcomes (GELOs) from Area E -- Humanities, which are under review as part of the GE college-wide assessment plan. After this survey (link at bottom of this email) closes, the work group will pull together all the comments and use them to make final recommendations before bringing suggested revisions to the Academic Senate and Bipartite for approval.

 

The suggested revisions were made by the Area E work group comprised of faculty in Philosophy, Foreign Language, Speech Communication, Interdisciplinary Studies, Humanities, and Architecture. The group has been meeting since Spring 2014.  Notes on the group's deliberation may be found here​.    

 

Current GE Area E Outcomes:

Upon completion of this coursework, a student will be able to:

1. exhibit an understanding of the ways in which people through the ages in various cultures have created art

2. demonstrate an aesthetic understanding

3. make informed value judgments

4. create an example of linguistic expression or philosophical reasoning

5. contribute to the disciplines of fine and performing arts and analytical or creative writing

 

Below are proposed revised outcomes:

 

Proposed GE Area E Outcomes

Upon completion of this coursework, a student will be able to:

1. Exhibit an understanding of the ways in which people in diverse cultures through the ages have produced culturally significant works.

2. Communicate effectively the meanings and intentions of creative expressions.

3. Use analytical techniques to assess the value of human creations in meaningful ways.

4. Develop an understanding of the human condition through language, reasoning, or artistic creation to gain self-efficacy.

 

List of Approved GE Area E courses

 

Click below to start survey

GE Area E (Humanities) Outcomes Refinement Survey

Thank you for participating

GE Area E Work Group

 

October 15, 2014

The October issue of SLO Highlights is ready. This month’s issue features the Art Department. Be inspired by the instructional assessment history, processes, and incredible collaboration among Design faculty. Also, read about the high degree of student satisfaction at the Mission Center via their thorough assessment of the Center’s outcomes. Both stories, capturing both SLO and AUO assessment, are powerful examples of continuous improvement and meaningful assessment across the college.

Mapping 101 Workshop is October 20th from 12-1PM in Cloud 102. Learn how mapping is a process that can aid seamless SLO assessment, help Program Learning Outcome assessment, and create more alignment between courses, program and institutional level outcomes. Please RSVP kwhalen@ccsf.edu if you plan to attend.

Thanks to those that have already agreed to serve of Spring’s GE Area B, D, & H work groups! We still need a few more helping hands. Please let me know if you are willing to steer outcomes assessment (and possible outcome refinement) in Area D: Social and Behavioral Sciences; Area H: Ethnic Studies, Women’s Studies & Lesbian, Gay, Bisexual, and Transgender Studies; or Area B: Written Composition.

Last week I was at the Strengthening Student Success Conference. Organizers and attendees were touting Elizabeth Green’s book Building a Better Teacher. I’ve ordered my copy and have found it very engaging. It makes important connections between assessment and professional development. Moreover, it does an excellent job navigating two polemical academic camps—those that demand unreasonable levels of teacher accountability and those that want untenable levels of teacher autonomy.  I’ll be passing along, in the coming weeks, other insights gained at the conference.

Kristina Whalen

SLO Coordinator

 

 

October 2, 2014

No SLO Drop-in Help Lab next week

As I attend the Strengthening Student Success Conference, there will be no Drop-in SLO lab next Tuesday, Oct 7th.

Professional Development opportunities

Two workshops related to Outcomes Assessments are scheduled.

Workshop #1 Mapping 101; October 20th, 12-1 PM in Cloud 102. Learn how mapping is a useful tool, both for program design and assessment. Learn how to set up a curriculum map for a program (maps course outcomes to program outcomes), properly map courses and programs to GE and ILO outcomes, and how to use maps as an aid for program level assessment.

Workshop #2 SLO Basics, November 18th,  3-4 Pm in Cloud 257. *Repeat*  If you missed the September workshop, no worries. This “crash course” teaches effective design of SLOs & PSLOs, how to assess and use data to make meaningful change, and report results by the Jan 5th deadline.

Institutional Assessment Groups forming now for Spring 2015

Now Forming: GE Area Assessment Groups! In spring 2015, the College will conduct outcome assessment measurements on GE Area D (Social & Behavioral Sciences), GE Area H (Ethnic Studies, Women Studies, and LGBT Studies), and GE Area B (Written Composition). If you teach courses in these areas and wish to contribute to the evaluation of learning across the courses in the GE Area—perhaps refine the outcomes--please RSVP your interest to Kristina Whalen kwhalen@ ccsf.edu. The groups will have an organizing meeting in early December. Work begins in spring 2015. What’s involved? Look at the General Process Followed for GE Assessment website. See the approved courses on the GE Worksheet.

Assessment Website Updating nearing Completion

Katryn Wiese and I wish to thank the college community for updating departmental and unit websites in advance of the Accreditation Self-Study’s release to a visiting team. We have only a few websites left on our list! We appreciate your attention to detail, your diligence in attending help sessions or answering emails, and your grace in the face of grueling workloads. Updates made to assessment webpages should make them easier to maintain (less hassle for you!). For example, past assessment progress reports and program reviews are now in a centralized archive. Going forward,  each individual page does not need to updated with these items. Again, thank you for completing this important task.  

Kristina Whalen

SLO Coordinator

 

 

September 18, 2014

Were you recently assigned assessment coordinator? Course coordinator?  New to the College? New to formalized assessment? Come to Monday’s workshop, SLO Basics: A Short Course on Meaningful Assessment at CCSF. Upon completion of this short course, CCSF employees will be able to:

A.      Differentiate PSLO,SLOs, SSOs and AUOs.

B.      Design an effective outcome.

C.      Formulate an authentic assessment strategy.

D.      Prepare a quality assessment report.

And, recognize all the Bloom’s verbs I just used!

September 22, Cloud 257 from 2-3PM. Please RSVP to kwhalen@ccsf.edu so I’ll have enough handouts.

September’s issue of SLO Highlights looks at two City College success stories: Metro Academy and the Mathematics Department’s thoughtful foray into class compression and acceleration. Read why when longtime Assistant Director of Research Steve Spurling retired, he said “I’m proud to be a part of two powerful success stories.”  This issue is a part one of a two-part series on Acceleration. Next month: A look at how the English Department used assessment to develop the Accelerated Learning Program and an exciting Year One (YO!) experience.

Kristina Whalen

SLO Coordinator

 

 

 

September 11, 2014

Are you a new employee (faculty, administrator, staff) at the college? Are you new to the College’s assessment process? Do you just need a refresher on SLO work? Come to the following opportunity:

SLO BASICS: September 22, 2-3 Cloud 257.

This short, helpful workshop teaches effective design of SLOs (Student Learning Outcomes), SSOs (Student Service Outcomes), AUOs (Administrative Unit Outcomes) & PSLOs (Program Level Outcomes), how to assess each and use the data to make meaningful change, if neded. Tips for reporting by the Jan 5th deadline are also included. Remember, everyone at the college particpates in outcomes assessment work! 

 

Last call of GE Area A and E assessment data. If in spring 2014 you collected course level data mapping to Area A (Communication) or Area E (Humanities) and didn't have it summarized by the spring assessment reporting deadline, please submit your data bySeptember 19th. These college-wide learning assessments are a crucial piece of the puzzle! 

Drop-in Help Labs every Tuesday from 2-3Pm in Cloud 208A. 

Handout: Important Assessment Dates  for the Fall 2014 semester is available.

Kristina Whalen

SLO Coordinator

 

 

 

September 4, 2014

 

Last call of GE Area A and E assessment data. If in spring 2014 you collected course level data mapping to Area A (Communication) or Area E (Humanities) and didn't have it summarized by the spring assessment reporting deadline, please submit your data by September 19th. These college-wide learning assessments are a crucial piece of the puzzle! 

The Spring 2014 Assessment Reporting Summary is now available. The report digests reporting activities and implemented improvements submitted during the spring 2014 assessment reporting cycle. Here are a few highlights:

  • The college is on a steady climb to CQI! At the start of fall 2014, 75% of instructional courses, 44% of instructional programs, 73% of student services, and 100% of counseling have closed the loop. 
  • The reports are filled with details for concrete improvements in course, programs, and counseling. 
  • Assessment reporting rebounded in the spring. Reporting percentages for counseling and instructional courses were outstanding (100% and 91%) respectively. 
  • Assessment reporting submissions are coming in throughout the semester, with many more early reports. We are grateful for this shift away from most reports coming in the night before the deadline. 
  • Responses on our new question asking about assessment/analysis frequency demonstrates that the campus is better informed about and overwhelmingly tackling and improving on our 3-year benchmark for assessment of every outcome.

The college community should be proud of its work assessing student learning and making needed adjustment so students acquire important outcomes. Thanks for your dedication!

Kristina Whalen

SLO Coordinator 

 

 

 

  

 

November 13, 2014

A SLO Basics Workshop is being held on November 18 from 3-4:15 in Cloud 257. Although this is a repeat of the September workshop I have made some improvements based on participant feedback! If you would like to learn how to create quality outcomes, techniques for assessment, and how to navigate the assessment expectations on this campus, please RSVP to kwhalen@ccsf.edu by November 16th.

It’s that season again! Not the holiday season—Program Review season! As departments and units review last year’s program review, data on the program review website, and bi-annual assessment reports, the SLO Committee would like to underscore some recommendations in the SLO Impact Report that could make a difference for Program Review. The SLO Impact Report reviews, summarizes, and offers future suggestions for question #4 in Program Review (the one that deals with assessment).

For your convenience, here are the suggestions offered in each unit:

Instruction

  • Use Q4 as a time to reflect broadly about a year’s worth of assessment data. The response should be analysis tying the two semester reports together.  Avoid pasting links to your assessment reports in Program Review.
  •  The center of gravity for assessment should be student learning and the classroom. Be sure to describe student competencies at the course and program level. Avoid a response that only focuses on the assessment rubrics, test, surveys etc.
  •  Provide rich details on concrete changes and connect those changes directly to assessment data.

Student Services

  • Keep it up! Last year’s Program Review were generally excellent.
  • Point more directly to data when describing improvement

Administrative Units

  • Use Q4 to talk only about last year’s progress. Avoid duplicate responses from prior years.
  • Closely tie improvements to assessment data (even if that data may have been provided by external sources).
  •  Be sure the activities highlighted in Q4 are assessment activities

Thanks in advance for your diligence and analysis. ​

November 4, 2014

Last call for feedback to Area E refined GE outcomes. Big thanks to those that have already chimed in (with some really compelling suggestions). Take the GE Area E Outcome Survey. Click below to start survey. Ends Wednesday at noon. 

GE Area E (Humanities) Outcomes Refinement Survey

A SLO Basics Workshop is being held on November 18 from 3-4:15 in Cloud 257. Although this is a repeat of the September workshop I have made some improvements based on participant feedback! If you would like to learn how to create quality outcomes, techniques for assessment, and how to navigate the assessment expectations on this campus, please RSVP to kwhalen@ccsf.edu by November 16th.

In the SLO Committee, GE Area work groups, and at Student Service Development meetings I’ve been talking about the Affective Domain. In outcomes assessment literature these outcomes measure what a student feels (self-confidence, self-efficacy) or values (social responsibility, integrity). While we might be tempted to shy away from these outcomes because they are hard to measure, scholarship suggests they shouldn’t be overlooked.  Rebecca Cox, author of The College Fear Factor, considers how students manage the risk of failure as they enter community college and how it shapes their behaviors. In one study she looked at data drawn from sections of a beginning composition course. The data produced many insights but the one that stood out to me was the following: The students completing the course didn’t name writing or reading skills as their most frequent or important outcome. Cox writes, “To the contrary, the most significant outcomes were pride in completing a difficult course, and new found confidence about their ability to succeed.” Confidence was the number one outcome for 70% of the students completing the section’s studied.

On the heels of reading Cox, I attended the Strengthening Student Success Conference last month and followed the panels themed around the Affective Domain. Diego Navarro of Cabrillo College’s work with the ACE foundation demonstrates that the Affective Domain can indeed be measured. In fact, after defining the characteristics of Self-Efficacy and Mindfulness, his preliminary research findings point to significant gains in completion of core courses after students were exposed to curriculum with affective outcomes. For example, they were twice as likely to complete transfer level English.

CCSF’s Institutional Level Outcomes reflect our commitment to the affective domain. Our fourth ILO, on Personal and Career Development, states that students will “demonstrate self-reflection and confidence” and “value lifelong learning.” As you continue to refine and align outcomes with these institutional goals, an ever growing body of research underscores the importance of the Affective Domain, especially for community college students. For this reason, these outcomes should be woven into our courses, programs, and units. 

Kristina Whalen

SLO Coordinator

SOURCES: 

Read Rebecca Cox.

Presentation by Diego Navarro.

October 22, 2014

The GE Area E work group seeks your feedback on proposed changes to General Education Learning Outcomes (GELOs) from Area E -- Humanities, which are under review as part of the GE college-wide assessment plan. After this survey (link at bottom of this email) closes, the work group will pull together all the comments and use them to make final recommendations before bringing suggested revisions to the Academic Senate and Bipartite for approval.

 

The suggested revisions were made by the Area E work group comprised of faculty in Philosophy, Foreign Language, Speech Communication, Interdisciplinary Studies, Humanities, and Architecture. The group has been meeting since Spring 2014.  Notes on the group's deliberation may be found here​.    

 

Current GE Area E Outcomes:

Upon completion of this coursework, a student will be able to:

1. exhibit an understanding of the ways in which people through the ages in various cultures have created art

2. demonstrate an aesthetic understanding

3. make informed value judgments

4. create an example of linguistic expression or philosophical reasoning

5. contribute to the disciplines of fine and performing arts and analytical or creative writing

 

Below are proposed revised outcomes:

 

Proposed GE Area E Outcomes

Upon completion of this coursework, a student will be able to:

1. Exhibit an understanding of the ways in which people in diverse cultures through the ages have produced culturally significant works.

2. Communicate effectively the meanings and intentions of creative expressions.

3. Use analytical techniques to assess the value of human creations in meaningful ways.

4. Develop an understanding of the human condition through language, reasoning, or artistic creation to gain self-efficacy.

 

List of Approved GE Area E courses

 

Click below to start survey

GE Area E (Humanities) Outcomes Refinement Survey

Thank you for participating

GE Area E Work Group

 

October 15, 2014

The October issue of SLO Highlights is ready. This month’s issue features the Art Department. Be inspired by the instructional assessment history, processes, and incredible collaboration among Design faculty. Also, read about the high degree of student satisfaction at the Mission Center via their thorough assessment of the Center’s outcomes. Both stories, capturing both SLO and AUO assessment, are powerful examples of continuous improvement and meaningful assessment across the college.

Mapping 101 Workshop is October 20th from 12-1PM in Cloud 102. Learn how mapping is a process that can aid seamless SLO assessment, help Program Learning Outcome assessment, and create more alignment between courses, program and institutional level outcomes. Please RSVP kwhalen@ccsf.edu if you plan to attend.

Thanks to those that have already agreed to serve of Spring’s GE Area B, D, & H work groups! We still need a few more helping hands. Please let me know if you are willing to steer outcomes assessment (and possible outcome refinement) in Area D: Social and Behavioral Sciences; Area H: Ethnic Studies, Women’s Studies & Lesbian, Gay, Bisexual, and Transgender Studies; or Area B: Written Composition.

Last week I was at the Strengthening Student Success Conference. Organizers and attendees were touting Elizabeth Green’s book Building a Better Teacher. I’ve ordered my copy and have found it very engaging. It makes important connections between assessment and professional development. Moreover, it does an excellent job navigating two polemical academic camps—those that demand unreasonable levels of teacher accountability and those that want untenable levels of teacher autonomy.  I’ll be passing along, in the coming weeks, other insights gained at the conference.

Kristina Whalen

SLO Coordinator

 

 

November 13, 2014

A SLO Basics Workshop is being held on November 18 from 3-4:15 in Cloud 257. Although this is a repeat of the September workshop I have made some improvements based on participant feedback! If you would like to learn how to create quality outcomes, techniques for assessment, and how to navigate the assessment expectations on this campus, please RSVP to kwhalen@ccsf.edu by November 16th.

It’s that season again! Not the holiday season—Program Review season! As departments and units review last year’s program review, data on the program review website, and bi-annual assessment reports, the SLO Committee would like to underscore some recommendations in the SLO Impact Report that could make a difference for Program Review. The SLO Impact Report reviews, summarizes, and offers future suggestions for question #4 in Program Review (the one that deals with assessment).

For your convenience, here are the suggestions offered in each unit:

Instruction

  • Use Q4 as a time to reflect broadly about a year’s worth of assessment data. The response should be analysis tying the two semester reports together.  Avoid pasting links to your assessment reports in Program Review.
  •  The center of gravity for assessment should be student learning and the classroom. Be sure to describe student competencies at the course and program level. Avoid a response that only focuses on the assessment rubrics, test, surveys etc.
  •  Provide rich details on concrete changes and connect those changes directly to assessment data.

Student Services

  • Keep it up! Last year’s Program Review were generally excellent.
  • Point more directly to data when describing improvement

Administrative Units

  • Use Q4 to talk only about last year’s progress. Avoid duplicate responses from prior years.
  • Closely tie improvements to assessment data (even if that data may have been provided by external sources).
  •  Be sure the activities highlighted in Q4 are assessment activities

Thanks in advance for your diligence and analysis. ​

November 4, 2014

Last call for feedback to Area E refined GE outcomes. Big thanks to those that have already chimed in (with some really compelling suggestions). Take the GE Area E Outcome Survey. Click below to start survey. Ends Wednesday at noon. 

GE Area E (Humanities) Outcomes Refinement Survey

A SLO Basics Workshop is being held on November 18 from 3-4:15 in Cloud 257. Although this is a repeat of the September workshop I have made some improvements based on participant feedback! If you would like to learn how to create quality outcomes, techniques for assessment, and how to navigate the assessment expectations on this campus, please RSVP to kwhalen@ccsf.edu by November 16th.

In the SLO Committee, GE Area work groups, and at Student Service Development meetings I’ve been talking about the Affective Domain. In outcomes assessment literature these outcomes measure what a student feels (self-confidence, self-efficacy) or values (social responsibility, integrity). While we might be tempted to shy away from these outcomes because they are hard to measure, scholarship suggests they shouldn’t be overlooked.  Rebecca Cox, author of The College Fear Factor, considers how students manage the risk of failure as they enter community college and how it shapes their behaviors. In one study she looked at data drawn from sections of a beginning composition course. The data produced many insights but the one that stood out to me was the following: The students completing the course didn’t name writing or reading skills as their most frequent or important outcome. Cox writes, “To the contrary, the most significant outcomes were pride in completing a difficult course, and new found confidence about their ability to succeed.” Confidence was the number one outcome for 70% of the students completing the section’s studied.

On the heels of reading Cox, I attended the Strengthening Student Success Conference last month and followed the panels themed around the Affective Domain. Diego Navarro of Cabrillo College’s work with the ACE foundation demonstrates that the Affective Domain can indeed be measured. In fact, after defining the characteristics of Self-Efficacy and Mindfulness, his preliminary research findings point to significant gains in completion of core courses after students were exposed to curriculum with affective outcomes. For example, they were twice as likely to complete transfer level English.

CCSF’s Institutional Level Outcomes reflect our commitment to the affective domain. Our fourth ILO, on Personal and Career Development, states that students will “demonstrate self-reflection and confidence” and “value lifelong learning.” As you continue to refine and align outcomes with these institutional goals, an ever growing body of research underscores the importance of the Affective Domain, especially for community college students. For this reason, these outcomes should be woven into our courses, programs, and units. 

Kristina Whalen

SLO Coordinator

SOURCES: 

Read Rebecca Cox.

Presentation by Diego Navarro.

October 22, 2014

The GE Area E work group seeks your feedback on proposed changes to General Education Learning Outcomes (GELOs) from Area E -- Humanities, which are under review as part of the GE college-wide assessment plan. After this survey (link at bottom of this email) closes, the work group will pull together all the comments and use them to make final recommendations before bringing suggested revisions to the Academic Senate and Bipartite for approval.

 

The suggested revisions were made by the Area E work group comprised of faculty in Philosophy, Foreign Language, Speech Communication, Interdisciplinary Studies, Humanities, and Architecture. The group has been meeting since Spring 2014.  Notes on the group's deliberation may be found here​.    

 

Current GE Area E Outcomes:

Upon completion of this coursework, a student will be able to:

1. exhibit an understanding of the ways in which people through the ages in various cultures have created art

2. demonstrate an aesthetic understanding

3. make informed value judgments

4. create an example of linguistic expression or philosophical reasoning

5. contribute to the disciplines of fine and performing arts and analytical or creative writing

 

Below are proposed revised outcomes:

 

Proposed GE Area E Outcomes

Upon completion of this coursework, a student will be able to:

1. Exhibit an understanding of the ways in which people in diverse cultures through the ages have produced culturally significant works.

2. Communicate effectively the meanings and intentions of creative expressions.

3. Use analytical techniques to assess the value of human creations in meaningful ways.

4. Develop an understanding of the human condition through language, reasoning, or artistic creation to gain self-efficacy.

 

List of Approved GE Area E courses

 

Click below to start survey

GE Area E (Humanities) Outcomes Refinement Survey

Thank you for participating

GE Area E Work Group

 

October 15, 2014

The October issue of SLO Highlights is ready. This month’s issue features the Art Department. Be inspired by the instructional assessment history, processes, and incredible collaboration among Design faculty. Also, read about the high degree of student satisfaction at the Mission Center via their thorough assessment of the Center’s outcomes. Both stories, capturing both SLO and AUO assessment, are powerful examples of continuous improvement and meaningful assessment across the college.

Mapping 101 Workshop is October 20th from 12-1PM in Cloud 102. Learn how mapping is a process that can aid seamless SLO assessment, help Program Learning Outcome assessment, and create more alignment between courses, program and institutional level outcomes. Please RSVP kwhalen@ccsf.edu if you plan to attend.

Thanks to those that have already agreed to serve of Spring’s GE Area B, D, & H work groups! We still need a few more helping hands. Please let me know if you are willing to steer outcomes assessment (and possible outcome refinement) in Area D: Social and Behavioral Sciences; Area H: Ethnic Studies, Women’s Studies & Lesbian, Gay, Bisexual, and Transgender Studies; or Area B: Written Composition.

Last week I was at the Strengthening Student Success Conference. Organizers and attendees were touting Elizabeth Green’s book Building a Better Teacher. I’ve ordered my copy and have found it very engaging. It makes important connections between assessment and professional development. Moreover, it does an excellent job navigating two polemical academic camps—those that demand unreasonable levels of teacher accountability and those that want untenable levels of teacher autonomy.  I’ll be passing along, in the coming weeks, other insights gained at the conference.

Kristina Whalen

SLO Coordinator