Assessment Process

Non-credit faculty in CDEV work on their SLOs for the Spring 2013 semester

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)

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 courses.

  • 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.

Future Plans:

  • Sharon--new mapping to competencies
  • New AS-T degree