Assessment Process

The Music Department SLO process exists at the Program and Course level and is described here on our department website.  We developed an SLO process to ensure that our programs are as effective as possible. We have updated all of our sixty three (63) course outlines to reflect changes in State code, changes in music transfer requirements, and current CCSF template requirements, and all SLO upgrades. For a copy of this Assesment Process document please click here.


1.       We have developed  student learning outcomes, and assessment techniques to:

          a.       Each of our courses

          b.      The Department program

2.       We have implemented a process for continual review of our mission statement and student learning outcomes (refining them to meet updated understanding of the areas we teach as well as the needs of the community).

3.       We are using our assessment methods to gather data and reviewing our effectiveness.

4.       We are reviewing our assessment techniques to ensure we are getting the data we need and are creatively developing and experimenting with new assessment techniques, testing them until we find ones that are most useful for our goals.

5.       We have developed embedded questions for all theory and survey courses (see sample form), a jury form for all individual and ensemble courses (see sample) and a student satisfaction survey. (see sample here)

6.       We have also developed a sign-off form for faculty who teach multiple sections of the same course to verify that they are in agreement as to the student learning outcomes (see sample here).


1.       We are continuously creating SLO documents for the department that describe the learning goals, resources, and assessment techniques for our programs and courses.  They are available online here on our website which is maintained and updated by the Department Chair and Webmaster based on faculty feedback.

2.       We have assigned a Course Manager for each course.  (See link) The Course Manager works with the entire faculty who teach a particular course to regularly (each semester) assess the effectiveness of a variety of the student learning outcomes in the class and brainstorm ways to improve as necessary.  The Course Manager is also in charge of maintaining the Course Outline and any multi-section assessment tools.  This Course Manager is in charge of working with the teaching faculty of that course to develop these methods and documents results.  The Course Manager is the facilitator and the one ultimately responsible, but all teaching faculty in the course are involved in the conversations and feedback and materials development.  Discussions happen among these faculties as frequently as twice a week and at least once a semester to review SLO assessments and make plans for the next semester based on the discussions.  Note: Instructors of solo-section classes are the defacto Course Managers in our department and conduct the SLO assessments as they see fit, collaborating with other colleagues where value can be added.

3.       We get feedback from department faculty on this entire process through frequent robust dialogue and data-generated information.  This involves:

          a.       Review of and feedback on department SLO documents with mission, goals, resources, and assessment techniques.

          b.      Department program and resource needs and visions for future upgrades (i.e. feedback to Department Chair on what changes might make faculty better able to do their jobs).  This feedback is reviewed by the Department Chair to help develop new programs and to create Program Review documents and plans.

         c.       Faculty SLO progress, which includes: methods faculty members are using to assess SLOs,  changes each faculty member has made to classes based on SLO feedback, what results they’ve observed, what changes they’d like to make in the future, and what results they hope to achieve through these changes.


We do not believe that a course’s learning objectives are achieved solely through class time.  In addition, we expect students to take advantage of the following RESOURCES provided specifically to improve their learning:

A.      Music Clubs

B.      Mentoring and study sessions

C.      Department website

D.      Faculty office hours

E.       Department Open Houses and Faculty Recitals

F.       College offerings (other classes)

G.      Department programs, such as student recitals, concerts and workshops

H.      Scholarships through honors contracts

I.       Online Texts and Tools

J.       Internships, volunteer opportunities, mentor programs, and tutors


1.       In-class responses to discussion questions

2.       Quizzes

3.       Assignments that measure the student’s ability to understand basic concepts.

4.       Written exams (including a written final exam where appropriate) that measure the student’s ability to achieve the course objectives indicated above. 

5.       Instructor and section-specific evaluation forms for students to complete and instructors to review after the end of the semester (mostly about their experience). (See a sample survey here)

6.       All of our courses are using either an SLO embedded question, especially for courses with multiple sections and instructors, or juried recitals.

    a.       All course instructors weigh in initially on format of exam and questions.

    b.      Data and graphs produced sorted by section and question #

    c.       Results reviewed among all instructors

    d.      Exam questions and format revised as necessary

    e.      Additional resources and teaching techniques discussed

    f.        Process produces thoughtful discussion on actual goals of the course, and how each instructor has varied methodology and content details


1.       Weekly lab work in twenty four (24) of our course offerings.

2.       Exams that measure the student’s ability to achieve the objectives indicated. 


1.       We are currently developing a procedure to document changes and updates that may be made as a result of our on-going SLO activities, providing an opportunity for instructors to receive feedback on issues for improvement.

2.       We discuss the SLO process and progress at many department meetings each semester.

3.       Each program has periodic meetings throughout the year, and SLOs are discussed at each of these.  Since 14 music faculty share one large office space and the other 14 like to “visit”, this is not difficult to schedule.

4.       Department faculties regularly discuss SLOs and general class improvements through shared email conversations.

5.       The department holds periodic discussions on a variety of topics designed to improve our classes.  These discussions and related materials are shared through discussions, e-mails, and periodic department newsletters.

6.       Regular discussions and coordination among faculty, especially following juried recitals.