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The process of developing new curriculum, or changing existing curriculum, should be first guided by the program's, college's and University's mission, strategic plan, and desired learning outcomes. Next follows curricular development and approval, classroom instruction and assessment:
|Where is our curriculum
|How do we know
we are meeting curriculum standards?
|How do we deliver on our promise for student learning?||How did we meet student outcomes? How do we improve student learning?|
|Curriculum Development Process illustration|
Assessment is the process of collecting information about student learning and the learning experience in order to analyze and implement improvements for student learning. The purpose of student learning assessment at Cal State East Bay is to continually improve the quality of our academic and co-curricular programs to ensure that students are achieving our stated outcomes.
Whether faculty or staff and you are new to assessment or are looking for something specific, you are invited to are some resources that may be helpful:
- Contact Julie Stein in Educational Effectiveness (email@example.com) who will connect you to assessment learning that would best fit your needs. Faculty can also start with your college associate dean who oversees assessment within the college.
- New to Assessment Reading: foundations, frameworks
- New to Assessment Glossary: terms and definitions
Institutional Learning Outcomes (ILOs) are those learning outcomes that are expected of every graduate of the institution, both undergraduate and graduate and are closely aligned with General Education requirements. ILOs are assessed according to the ILO Long Term Assessment Plan in the major and in co-curricular programs and activities with a schedule that aligns timing for undergraduate, graduate, and General Education ILO assessment. ILOs are also assessed in our Overlays in our Local Breadth Requirements which are approved courses in Diversity, Social Justice, and Sustainability that meet graduation requirements. ILOs are assessed by the ILO Subcommittee, a faculty committee.
Program Learning Outcomes (PLOs) are associated with the requirements for the major. They are those outcomes that are expected of every graduate within a specific major or degree program and are focused on mastery and depth of disciplinary knowledge. Assessment of Program Learning Outcomes is the responsibility of program faculty. The results are reported annually and through a five-year review cycle to the Committee on Academic Planning and Review (CAPR).
Each academic college maintains an assessment website to demonstrate how learning outcomes are fostered in a program using curriculum maps and to show how their programs are continuously improving student learning through ongoing assessment.
In addition to all Cal State East Bay programs undergoing academic review, several programs at Cal State East Bay also receive discipline-specific accreditation.
At Cal State East Bay, General Education (GE) Learning Outcomes are aligned to the Institutional Learning Outcomes, WASC Core Competencies and AAC&U’s LEAP Essential Learning Outcomes, all of which express the knowledge, skills, and values CSUEB graduates are expected to attain. Collectively, the GE learning outcomes and ILOs of CSUEB distinguish who we are, what we value, and how we expect students to demonstrate their learning.
Assessment of General Education Learning Outcomes is the responsibility of the General Education Assessment Committee, a subcommittee of the Committee on Academic Planning and Review (CAPR) following the GE Assessment Schedule.
Course Student Learning Outcomes (SLOs) are developed by faculty and assessed by the individual faculty member teaching a course. These are the knowledge, skills, and abilities expected of all students completing a course and are evaluated by the instructor as part of the regular grading process. Course Student Learning Outcomes for all courses are available by College and are included in every course syllabus as outlined in the Academic Senate Policy.
Here are examples of assessment checkpoints faculty can use in courses to improve teaching and learning.