Student Learning Outcomes (SLOs)

Assessment Philosophy

College of San Mateo is committed to its primary mission of educating students to participate successfully in a changing world and, therefore, is committed to improving teaching and learning at the course, department/program, student services unit, and college levels. To achieve this mission, the College of San Mateo community-- instructional faculty, counseling faculty, librarians, classified staff, students, and administrators--is committed to the student learning outcome (SLO) assessment cycle, a process fostering dialogue and a vehicle for continuous education improvement. An effective SLO assessment cycle requires self-examination and reflections, leading to curricular improvement. It is not an exercise in data gathering and reporting. The American Association of Higher Education's assessment principle #7 states: "The point of assessment is not to gather data and return `results'; it is a process that starts with the questions of decision-makers, that involves them in the gathering and interpreting of data, and that informs and helps guide continuous improvement." Therefore, information about learning outcomes should be an integral part of decision making, whether on the curricular level or the planning and budget level.

The assessment of student outcomes is a curriculum matter and, therefore, under the jurisdiction of the Academic Senate; this process is not intrusive on the principle of academic freedom. The responsibility of teaching and learning primarily lies with faculty; thus, faculty members, who are well versed with the principles and guidelines of their respective professional associations and licensing boards, generate student learning outcomes for their courses and departments/programs, determine specific assessment standards and methods, and take appropriate action based on the results of data. Overall, the student learning outcomes assessment cycle works to improve institutional effectiveness. Assessment will be based on reliable and relevant assessment tools, which will often make use of existing assignments, in an effort to improve courses, services, and programs. Collected both quantitatively and qualitatively, the data will guide curriculum reform, planning, and development. SLOs and their assessment make transparent to students what they are achieving in their education and allow them to document those achievements for themselves, for transfer institutions, and for future employers, as well. Ultimately, assessment will lead to the improvement of teaching and learning. Decisions about the development and applications of SLOs are a collective responsibility of faculty and administrators; nonetheless, the responsibility for the interpretation and local implementation of SLOs shall remain within the purview of individual faculty/department/programs or student services units.

--Adopted by the College Assessment Committee on May 13, 2005.