The assessment plan should include the following components:
- A list of program-level student learning outcomes. See Sample.
- A form aligning those program-level SLOs with BCC's General Education Proficiencies/Objectives.
- A program map showing in which courses within the program the SLOs will be introduced, reinforced, and assessed.
- An assessment plan for each program-level SLO
- Syllabi for any new courses created or existing courses substantially revised for the program (for which, see New or Revised Courses).
Program-Level Student Learning Outcomes should answer two questions:
- What can students who successfully complete this program prove they know? and
- What can students who successfully complete this program do?
The first question essentially addresses program content, while the second addresses program skills. The answers to these questions are program learning outcomes phrased inactive, measurable verbs. For example, the statement "students who successfully complete this program will understand the basic theories of social organization" is not a valid outcome because it does not tell the student how that understanding will be measured. If "explain" or "identify" or "distinguish between" is substituted for "understand," a valid outcome is created, because those terms encapsulate measurable behaviors.
The Gen Ed Alignment Form comes with BCC's General Education statement and latest version of its inititutional student learning outcomes already filled in. The department submitting the new program proposal should enter each of its program-level student learning outcomes next to the General Education proficiency/objective that each SLO is intended to address. See Sample.
The program map indicates in which course each of the program-level SLOs will be assessed. By comparing the SLOs on the syllabi for courses taken by students in the program with the program-level SLOs, the department proposing the new program should create a map showing in which courses the student encounters which SLOs and at which level (introduced / reinforced / emphasized and assessed). In other words, in which courses the student is exposed to the skill/content measured by a program-level outcome and in which courses those SLOs will be assessed. Depending on whether the program leads to an AA, AS, or AAS degree, some courses outside the program's home department will be required to complete the degree. On the sample program map, the specialization courses are mapped in boldface type while the information from the courses outside the program specialization are in regular type. Where an SLO is shown on the map as being assessed in a course given by another department, assessment data will have to be requested from the department giving the course.
Assessment Plan. The department proposing the new program needs to submit a plan indicating the means by which each program-level student learning outcome will be assessed in the courses shown on the map via an assignment, paper, project, presentation or an exam or a portion thereof, and how frequently this will be done. This plan should take into consideration both the institutional three year cycle created for assessing all the General Education Proficiencies/Objectives for Middle States and any assessment cycle imposed by an outside accrediting agency. The assessment plan should indicate when each learning outcome will be assessed, the means by which each program-level student learning outcome will be assessed and how frequently this will be done. See sample. An assessment tool (rubric or analysis) needs to be created for each SLO by the start of the term in which student work will be collected to assess one or more SLO's.