Assessment Highlights

Child Development Department SLO Work

The Child Development and Family Studies Department's Student Examples and highlights of our department's SLO work, for courses and programs:

Child Development and Family Studies Department faculty engage in ongoing assessment of Student Learning Outcomes (SLOs) on the course and program level, and have also participated in assessment of GEOs (General Education Outcomes) and ILOs (Institutional Level Outcomes) from 2012-2014.
The CDEV SLO Team of four meet biweekly and all faculty participate in the SLO assessment process each semester. They provide regular professional development opportunities to support faculty learning about the SLO process.
Course SLO Assessment
The majority of our courses are at Assessment Stage 5 and we are committed to continuing to close the loop: documenting our assessment of SLOs, naming the changes we are implementing as a result and measuring the impact of those changes.
The CDEV Department has implemented a three-year Course SLO Assessment Cycle in order for SLO assessment to provide meaningful data and yield significant changes to benefit student learning. Eventually, assessment of every SLO will be documented at least once every three years.
Faculty come together twice per year on all-college FLEX days to discuss the overall SLO assessment cylce, share assessment strategies and discuss the SLO Assessment Cycle. Furthermore, faculty communicate regularly with the other instructors teaching the same course to coordinate SLO assessment. documentation and changes. In past years, FLEX DAY discussions have resulted in outcomes including, shared curricular goals, course improvements, content changes and decisions to implement pre and co-requisites on specific courses. For instance, in the 2009-2012 school years, twelve new courses were created based on assessments related to student need. Ensuring that Department goals are incorporated into the Department Program Review closes the loop and allows for funding to be allocated to support student learning.
Program SLO Assessment:
From 2012 to 2014, multiple program-wide assessments have been administered: An Employer Survey, the CTE Survey (administered statewide), a Male Student Survey, as well as student focus groups.
Current Development:
  • The AS-T Transfer degree in Elementary Education is in process. Three new courses have been developed and two more are in the process of being developed so that we can offer this important option to students. (Spring 2014)
  • The AS-T Transfer degree in Child Development is in process. (Current AS-T is Early Childhood education.)
  • A Lower Division Eight group of courses had been aligned across the state through the California Department of Education in anticipation of the AS-T degree. CCSF has aligned thse courses and is in the process off adding another seven courses.

Historical Highlights:
  • As of Spring 2013, all courses and programs are current and will be edited and resubmitted to the Curriculum Committee at least once every six years.
  • In 2012, 100% of CDEV courses developed and implemented a student survey measuring student assessments of their knowledge in 1-3 SLOs in each course. Course instructors tabulated data which was collected for Course Coordinators and course groupings to discuss. Changes were identified and implemented in most all courses. 
  • As of Fall 2012, all courses were submitted to the college-wide data base on time with appropriate plans of action. Course outlines that need review were noted and this fall, five classes were de-activated based on changing student and program needs.
  • In Fall 2012, the twelve CDEV Certificate Programs and the AS Degree Major were mapped to their course
  • In Fall 2013, faculty developed a new AS-T transfer degree in Early Childhood Education that was approved as a Transfer Model Curriculum.
  • All courses are currently being mapped to the California Early Competencies as part of a state-wide effort to identify strengths and gaps in workforce knowledge and skills.

June 2014 Update:

The CDEV Faculty SLO Team continues to support faculty with individual technology support, professional development trainings and information about CDEV-specific SLO reporting and assessment. 

·        Spring 2013: 100% of full-time faculty and most part-time faculty participated in one of three SLO mapping workshops.

·        Fall 2013: The CDEV SLO 3-year cycle was implemented for courses.

·        Our 14 programs are being assessed for usefulness through employer surveys, student feedback and completer numbers.

·        Fall 2013-Spring 2014: Multiple professional development opportunities were offered to assist in SLO reporting and assessment.

·        June 15, 2014: The first set of SLO proficiency data is due for the CDEV department Group 1 courses. We plan to use this data to more effectively assess program-level outcomes. 

·        All course and program outlines are current and up to date! CDEV faculty has implemented a 6-year course outline update schedule.

·        All courses are currently being mapped to statewide ECE competencies. 

·        We would like to offer more professional development opportunities, but without dedicated time for professional development, or paid time for part-time faculty, this is a challenge.

CDEV Closing the Loop Schedule:

Fall 2012:

  • Course/program groupings meet at least twice to discuss assessments and changes to implement.
  • Continue to discuss ongoing assessments of student learning, activities, successes, challenges, etc.

Spring 2013:

  • Develop shared assessments in multiple section courses.
  • Continue to discuss ongoing assessments of student learning, activities, successes, challenges, etc.

Fall 2013:

  • Implement new and improved assessments in every course and program
  • Discuss and identify suggested changes in course- and program-level SLOs.
  • Refine SLOs and prepare them to submit to Curriculum Committee
  • Continue to discuss ongoing assessments of student learning, activities, successes, challenges, etc.

Spring 2014:

  • Develop and agree on course- and program-level SLO assessments.
  • Analyze data and discuss changes/improvements in course/program groupings. 
  • Course and Program Coordinators: Complete forms to submit changes in SLOs and PSLOs to Curriculum Committee. 
  • Continue to discuss ongoing assessments of student learning, activities, successes, challenges, etc.


The CDEV Faculty SLO Team, made up of five faculty, has provided various resources and support to CDEV faculty from Fall 2012-Spring 2013:

  • Facilitated Department-Wide discussions of methods of assessment.
  • Provided a number of documents to the faculty, including: Calendars of important SLO dates (Fall and Spring); Delineation of roles of Course- and Program-Coordinators; Summary of ; Description and plan for Closing the Loop in CDEV over a four-semester cycle;
  • Provided technical support, guidance and encouragement to over 30 part-time and full-time faculty.
  • Formed more than five groups of faculty who will be meeting at least twice a semester to reflect on practice with students, analyze data and develop/evolve SLO assessment.
  • Begun researching options for developing a shared web resource sharing site for department faculty.

Department Highlights; Course-Level Outcomes:

  • 100% of courses and programs offered by CDEV completed SLO/PLO  assessments and documentation.
  • Instructors in all CDEV courses have implemented changes based on assessment for courses being taught again in Spring 2013. For courses being taught again in the future, instructional changes have been planned.
  • Here are a few examples of changes that have already been implemented in credit courses:
    • Clarified writing assignments in each class
    • Increased variety of teaching methods, e.g. more small groups, a new film clip (CDEv 78, CDEV 65, )
    • In-class written assignments about the reading increased student reading of assignments at home (CDEV 65)
    • Gave more hands-on time in class (CDEV 67)
    • Made more connections with the theory in class (CDEV 67)
    • More small group time (CDEV 95, 121. 99, 53)
    • More clarification of terms and phrases (CDEV 79)
    • Continue small student support groups (CDEV 53, 96)
    • Added assignments/activities to ensure ALL SLO areas were covered (CDEV 105)
    • Added lecture content to ensure ALL SLO areas were covered (CDEV 66, 106, 150, 75)
    • Added specific SLO-related questions to assignments and content (CDEV 75)
    • Reviewed some SLO content more specifically throughout semester and created rubrics explicitly tied to SLOs for assignments. (CDEV 150)
  • Here are a few examples of changes that have already been implemented in noncredit courses:
    • More information provided in Chinese—in syllabus and walls
    • More printed materials directed to SLOs
    • Added community resources to binder.
    • Made resource binders more accessible to parents through a handout given at time of enrollment.
    • Began gathering handouts in different SLO areas and sharing resources between instructors to create collective resource for our group.
  • Three department-level meetings, at least 14 course-level meetings and over 10 SLO Team meetings occurred  to dialogue about SLO assessment.
  • At least 19 faculty have stepped into positions of leadership, from serving as a Course Coordinator, a Program Coordinator, a Group Leader and/or on the SLO Team.
  • SLO Assessments and syllabi were translated into Chinese and Spanish for monolingual noncredit students.

Department Highlights; Program-Level Outcomes:

  • CTE Student completer data was obtained from the CTE and research offices to review student feedback about career preparation in CDEV, salary ranges in jobs obtained and program effectiveness.
  • We mapped 13 Programs within the department. PSLO maps were well-received by the Curriculum Committee.
  • CDEV 72 has been updated and resubmitted to the Curriculum Committee so that it meets the C-ID transfer requirements for the AS-T in Early Childhood Education.
  • We made program changes in electives and/or course requirements for 8 programs as a result of PLO work.
  • We initiated conversations with two other departments about how they assess PSLOs as we develop and refine our PLO assessment methods.
  • Employer Surveys have been developed and will be sent in Spring 2013 to CDEV employers in SF to gather input on student preparation, career preparation and program learning outcomes.

Highlights of CDEV Partnerships in the Community:

  • The CDEV Department. participates in a statewide course articulation effort in partnership with 60 other Califonia Community Colleges. The CAPP Program requires course SLO alignment with other participating colleges. As of 2013 all SF Bay Area Colleges (including CCSF) have aligned core courses that comprise a majority of the CDEV/ECE  majors.  Uniform course SLO's and PLO's can be recoginized throughout the state in these core courses.
  • Faculty serve on various committees and initiatives in the community, working to link our SLOs to community needs as well as contribute to those initiatives. Currently the initiatives include: the CDTC Advisory Committee; the Workforce Committee of CPAC; Metro Child Development Academy; the Mentor Teacher Program; the Office of Mentoring and Service Learning; the Advisory Board of First5; the SFUSD IHE (Institutions of Higher Education); and  the Inclusion Committee of CPAC.

Additional Efforts in Process:

  • Faculty have analyzed next steps needed to create an AS-T transfer degree in Early Childhood Education and are implementing action steps to request that degree.
  • Faculty have analyzed next steps needed to create a AS-T transfer degree in Elementary Education. One new course outline has been drafted in Math, and conversations are in process with three other departments about the feasibility of developing additional courses so that we can offer this AS-T degree.