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  Student Learning Outcomes Assessment Committee

The SLOA Committee reviews and makes recommendations regarding policy and procedures related to student learning outcome assessment and program reviews. The group activities include, but are not limited to, discussions of the mapping of curriculum to learning outcomes, assessment plans and reports, technical rubrics for program review and works with the Office of Instructional Support to coordinate Assessment Day and professional development activities for faculty regarding assessment.


SLOA Charter (draft)

  • Diane Ryan- Vice President of Academic Affairs, Co- Chair (non-voting)
  • William Swenson – Math, Co-Chair (faculty)
  • Karen Palmer Faculty Senate President, ARHU Representative, Gen Ed (faculty)
  • Stacey Hilton – Dean of Instructional Support
  • Sarah Southwick – Assessment and Program Review Manager
  • Karen Vail – Instructional Support Specialist
  • Vacant – Curriculum Chair (faculty)
  • Tom Hughes - IER representative
  • Kim Donaldson – BUCS Representative (faculty)
  • Vacant – BUCS Representative (faculty)
  • Allan Magarrell – CATE Representative (faculty)
  • Bob Moon – CATE Representative (faculty)
  • Barbara Durham – HEWE Representative (faculty)
  • Crystal McCarthy – HEWE (faculty)
  • Steve Sparks – Science (faculty)
  • Nichole Guzzo – Social Science (faculty)
  • Jane Hersh – Student Development
  • Mike Byrnes – Student Support – Library
  • Vacant – Adjunct Faculty representative (faculty)

Fall 2022 Meetings Spring 2023 Meetings
Location: Zoom
Time: 10:00am – 11:30am
Location: Zoom
Time: 10:00am – 11:30am
August 26 January TBD
September 9
(Assessment Day)
February TBD
September 23 March TBD
October 28 April TBD
November TBD

Information about the College’s SLOA Committee and Assessment Cycle and Processes along with direction on creating course outcomes and curriculum maps are available in the Student Learning Outcomes Assessment (SLOA) Handbook.

Program/Department Assessment Processes

The academic student learning assessment process at Yavapai College consist of three key components: a 3-Year Assessment Plan created with an updated Curriculum Map followed by three annual Assessment Reports.

At the beginning of an assessment cycle, each program or department will review, and, if needed, update the Curriculum Map. The Curriculum Map visually aligns the course-level learning outcomes with the program or department-level learning outcomes. Starting in 21-22, programs and departments also align courses to one of the three institutional-level learning outcomes: Communication, Critical Thinking, and Social Responsibility.

Curriculum Map Template

Using the C-Map, the program/department creates a 3-Year Assessment Plan. The plan has three parts:

  • Part A – Program-level Learning Outcomes (PLO): Faculty identify the PLO, course(s), assessment methodology, scoring methods and benchmarks, and faculty and staff to be used. All program-level learning outcomes should be measured in the first two-years of the three-year cycle.
  • Part B – Course-level Learning Outcomes (CLO): Faculty identify the CLO, course(s), aligned PLO, assessment methodology, scoring methods and benchmarks, and faculty and staff to be used. All core courses are to be assessed within the three-year cycle. The third year, the program/department are only conducting CLO assessment and submitting program-level curriculum changes.
  • Part C – Institutional-level Learning Outcome (ILO)/General Education Competency: The program/department identifies which courses align with particular ILOs or have been identified as assessing General Education Competencies. Programs with only certificates do not need to assess ILOs. All other programs should align with at least one ILO.

The 3-Year Assessment Plan is currently being piloted using a DynamicForms process. The link to access DynamicForms is available in each School’s Canvas SLOA shell.

The final part of the process is the completion of three annual Assessment Reports. The annual assessment report is based on the Assessment Plan and has the following sections for each program/department to complete:

  • Student Learning Outcome Results (Student performance on that particular outcome and tool used to gather results);
  • Level of Assessment and Outcome: CLO, PLO or ILO with the outcome;
  • Strengths and Weaknesses based on student performance;
  • Faculty/Staff involved in gathering or analyzing the student learning data.

Finally, the report includes an “Actions for Improvement” section that is to be completed and then incorporated into the annual program review process.

Annual Assessment Report Template

General Education Assessment Process

The General Education Committee will be conducting General Education Assessment on a three-year cycle of the five General Education Competencies:

  • Written Communications
  • Quantitative Literacy
  • Scientific Literacy
  • Diversity Awareness
  • Critical Thinking

General Education courses have been identified and are aligned to particular General Education Competencies by faculty. General Education courses participate in the General Education three-year assessment cycle in which one or two General Education Competencies are identified and have selected aligned courses submit student work products. Then the same faculty are asked to score the student work products using a faculty-developed rubric. Fall of 2021, the committee gathered student artifacts and assessed Written Communications and Quantitative Literacy.

More details about the process can be found on the General Education Assessment website.

Co-curricular Assessment Process

Co-curricular activities are measurable student learning opportunities that occur outside of the classroom and support the college’s curriculum. Co-curricular activities align to one of the three Institutional-level Learning Outcomes.

During the fall, areas with co-curricular opportunities will complete the Co-Curricular Assessment Plan and Results document which has three sections:

  • Section I - Overview: Basic information about the co-curricular area
  • Section II – Co-Curricular Assessment Action Plan: An outline of the assessment plan with a rationale, the co-curricular activity, the ILO to be measured, audience, data collection tool,benchmark, and timeframe.
  • Section III – Results Reporting and Analysis: Analysis of the learning data gathered by the cocurricular area and action plans for the future.

Co-Curricular Assessment Plan and Results Template

Each year, the SLOA Committee uses a rubric to review any of the three components (Assessment Reports, Curriculum Maps, and 3-Year Assessment Plans) completed within that academic year. The information from the rubrics is compiled:

General Education Assessment Reports

While details about the General Education Assessment process can be found on the website, two reports were created from the data gathered from AY21-22:

SLOA Committee Chair End-of-Year Summary

As part of the faculty SLOA Committee Chair duties, the chair writes an end-of-year summary about their work and the work of the committee:

Assessment Director (AD) & Program Review Manager (APRM) End-of-Year Summary

As part of the Assessment and Program Review Manager duties, the manager writes an end-of-year summary about their work in assessment and program review:

Internal Resources and Committees

College Contacts


Guiding Best Practices Resources

  • 9 Principles of Good Practice for Assessing Student Learning
  • James Madison University’s Assessment Skills Framework
  • Barkley, E. F., & Major, C. H. (2016). Learning assessment techniques: a handbook for college faculty . Jossey-Bass.
  • Fulcher, K.H., & Prendergast, C.O. (2021). Improving student learning at scale: a how-to guide for higher education. Stylus Publishing, LLC.
  • Maki, P. (2017). Real-time student assessment: meeting the imperative for improved time to degree, closing the opportunity gap, and assuring student competencies for 21st century needs (First edition.). Stylus Publishing, LLC.
  • Souza, J.M., & Rose, T.A. (2021). Exemplars of assessment in higher education: diverse approaches to addressing accreditation standards. Stylus Publishing, LLC.
  • Suskie, L. A., & Ikenberry, S. O. 1. (2015). Five dimensions of quality: a common sense guide to accreditation and accountability. Jossey-Bass.
  • Suskie, L. (2009). Assessing student learning: a common sense guide. Jossey-Bass.
  • Walvoord, B. E. F. (2010). Assessment clear and simple: a practical guide for institutions, departments, and general education. Jossey-Bass.

External Resources