The Student Learning Outcome Committee is responsible for coordinating and directing the design and implementation of student learning outcomes, the assessment of outcomes, and the analysis of that data. The charge of the committee is to establishe procedures, processes and protocols for the development and assessment of Student Learning Outcomes at Los Angeles Trade Technical College. It coordinates Student Learning Outcomes assessment, Program assessment, and Unit assessment in response to the requirements of the Accrediting Commission of Community and Junior Colleges (ACCJC), in order to establish a process of sustainable continuous improvement and quality assurance in teaching and learning.
Student learning outcomes are statements about the knowledge, skills, and abilities that students are expected to gain through college courses, programs, services, and overall experience at Los Angeles Trade-Technical College. All courses, programs, and services are required to have clearly documented learning outcomes. Student learning outcomes (SLOs) and program learning outcomes (PLOs) are required to be listed in the course syllabus, course outlines of record, schedule of classes, and the college catalogue. The average number of learning outcomes for courses and programs range from 3 to 5, and are developed by teams of faculty. In addition to assessing student learning outcomes, the college also assesses the general education program learning outcomes (GELOs), service area outcomes (SAOs), and institutional learning outcomes (ILOs). Teams of faculty, staff, and administrators work together to develop outcomes statements, modify them when needed.
To ensure student success and quality instruction, all learning outcomes are assessed on a regular basis. There are three types of assessments that are conducted on a regular basis at Los Angeles Trade-Technical College: course, program (required specialized courses that make up the major), and general education program (required general courses from 5 areas). Required courses from the major program and the general education program lead to an Associate degree. And it is important that all students, regardless of their major, gain the same common basic principles, concepts and methodologies both unique to and shared by the various disciplines that are delivered through the general education program.
Assessment refers to the way the college determines how well students have achieved the outcomes. The results from the assessments are integral to college-wide planning, linked to the program review process,and inform the college about teaching and learning processes. The results are discussed, analyzed, and used to make changes, confirm effective practices, launch new ideas, and then continue the learning and assessment process all over again. This is what we call closing the loop of the assessment cycle. The 5-phase image figuratively represents this process. (click on the illustration for a larger view)
The SLO committee reports to the Academic Senate and to the Accreditation Steering Committee. The charge of the committee is to establish procedures, processes and protocols for the development and assessment of learning outcomes and coordinate course-level assessments, program-level assessment, and unit assessments in response to the requirements of the Accrediting Commission of Community and Junior Colleges (ACCJC), in order to establish a process of sustainable continuous improvement and quality assurance in teaching and learning.