ACCJC SLO Rubric
Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
Rubric for Evaluating Institutional Effectiveness – Part III: Student Learning Outcomes
|Levels of Implementation
||Characteristics of Institutional Effectiveness in|
Student Learning Outcomes
(Sample institutional behaviors)
- There is preliminary, investigative dialogue about student learning outcomes.
- There is recognition of existing practices such as course objectives and how they re-late to student learning outcomes.
- There is exploration of models, definitions, and issues taking place by a few people.
- Pilot projects and efforts may be in progress.
- The college has discussed whether to define student learning outcomes at the level of some courses or programs or degrees; where to begin.
- College has established an institutional framework for definition of student learning outcomes (where to start), how to extend, and timeline.
- College has established authentic assessment strategies for assessing student learning outcomes as appropriate to intended course, program, and degree learning out comes.
- Existing organizational structures (e.g. Senate, Curriculum Committee) are supporting strategies for student learning outcomes definition and assessment.
- Leadership groups (e.g. Academic Senate and administration), have accepted responsibility for student learning outcomes implementation.
- Appropriate resources are being allocated to support student learning outcomes and assessment.
- Faculty and staff are fully engaged in student learning outcomes development.
- Student learning outcomes and authentic assessment are in place for courses, programs and degrees.
- Results of assessment are being used for improvement and further alignment of institution-wide practices.
- There is widespread institutional dialogue about the results.
- Decision-making includes dialogue on the results of assessment and is purposefully directed toward improving student learning.
- Appropriate resources continue to be allocated and fine-tuned.
- Comprehensive assessment reports exist and are completed on a regular basis.
- Course student learning outcomes are aligned with degree student learning outcomes.
- Students demonstrate awareness of goals and purposes of courses and programs in which they are enrolled.
|Sustainable Continuous Quality Improvement
- Student learning outcomes and assessment are ongoing, systematic and used for continuous quality improvement.
- Dialogue about student learning is ongoing, pervasive and robust. Improvement
- Evaluation and fine-tuning of organizational structures to support student learning is ongoing.
- Student learning improvement is a visible priority in all practices and structures across the college.
- Learning outcomes are specifically linked to program reviews.