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Aligning Assessment Across All University Levels
Unformatted Document Text:  5. Proposers begin the extensive process of putting together a full-blown proposal, which includes SLOS and their assessment; 6. The comprehensive proposal must once again be reviewed at the college level, this time by their curriculum committees; if approved, they forward to 7. Two Academic Senate Standing Committees – University Curriculum Committee and Budget and Long Range Planning Committee for review; if approved, they forward to 8. The full Academic Senate for review and vote; if approved, they forward to 9. The Provost and the President for review; if approved, they forward to 10. The CSU Chancellor’s Office and CPEC for review; if approved, they forward to 11. The CSU Board of Trustees for approval. Two key requirements from the proposal form which must be completed are related to SLOs and assessment: a. Goals for the (1) program and (2) student learning outcomes. Program goals are very broad statements about what the program is intended to achieve, including what kinds of graduates will be produced. Student learning outcomes are more specific statements that are related to the program goals but that more narrowly identify what students will know and be able to do upon successful completion of the program. b. Plans for assessing program goals and student learning outcomes. Some planners find it helpful to develop matrices in which student learning outcomes and required courses are mapped, indicating where content related to the learning outcomes is introduced, reinforced, and practiced at an advanced level in required courses (CSUSM 2008; see Appendix 2). Aligning Assessment Across All Levels page 12 of 34

Authors: Golich, Vicki.
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5. Proposers begin the extensive process of putting together a full-blown proposal, which
includes SLOS and their assessment;
6. The comprehensive proposal must once again be reviewed at the college level, this time
by their curriculum committees; if approved, they forward to
7. Two Academic Senate Standing Committees – University Curriculum Committee and
Budget and Long Range Planning Committee for review; if approved, they forward to
8. The full Academic Senate for review and vote; if approved, they forward to
9. The Provost and the President for review; if approved, they forward to
10. The CSU Chancellor’s Office and CPEC for review; if approved, they forward to
11. The CSU Board of Trustees for approval.
Two key requirements from the proposal form which must be completed are related to SLOs
and assessment:
a.
Goals for the (1) program and (2) student learning outcomes. Program goals are very
broad statements about what the program is intended to achieve, including what kinds
of graduates will be produced. Student learning outcomes are more specific
statements that are related to the program goals but that more narrowly identify what
students will know and be able to do upon successful completion of the program.
b.
Plans for assessing program goals and student learning outcomes. Some planners find
it helpful to develop matrices in which student learning outcomes and required
courses are mapped, indicating where content related to the learning outcomes is
introduced, reinforced, and practiced at an advanced level in required courses
(CSUSM 2008; see Appendix 2).
Aligning Assessment Across All Levels
page 12 of 34


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