• How to find your COR (Course Outline of Record)
• To access your Canvas account, go to the LOGIN dropdown menu on the SRJC website and select Canvas. Check out Canvas Resources below to learn more about Canvas.
• Check out our SLO Training Resources, and various Example sections below before working in your Canvas course shells.
• To practice using the new tools, use the SRJC Canvas Beta Site which will NOT affect your published or unpublished Canvas course shells. Also note that any work you conduct in Beta will be DELETED every Saturday and again this will NOT affect your published live course(s). Use this link to access the Beta site: https://santarosajc.beta.instructure.com/  
• If you need live support, select Get Help to book a one-on-one session with a Faculty SLO Liaison

• Quick Step-by-Step Guide How to Assess your SLOs with Videos
• SRJC Handbook on How to Assess your SLOs in your Canvas Course
• Follow this step-by-step guide to complete your SLO Assessment
• If you don't see your SLOs (outcomes) on your Insights Dashboard (screenshot). Complete this form and DE will assist you.
• Suggested Narrative Prompts and Action Steps when completing your Narrative to your SLO Assessment
• This is an overview of the SLO Assessment Process: SLO PowerPoint_Training Session_8/10/2023
• This video will show you how to add your SLO (outcomes) to your Canvas course
• For faculty who DO NOT grade in Canvas, this video provides a step-by-step for creating an assignment in Canvas to use for SLO assessment.
• For faculty who use Canvas on for only posting information and don't use for grading, this video provides you how to assess your SLOs.
• For faculty that use Canvas to grade and used gradebook, this video provides you the steps to complete SLO assessment.
• This site will provide you with steps for accessing Insights which is the tool in Canvas you will use to complete your SLO assessment by adding your narrative: Insights Help for faculty 
• Department chairs will be entering their rotation list into PRPP - this is a sample worksheet: SLO Assessment Department Rotation List

• Basic Canvas Skills & Knowledge
• Canvas Learning Mastery Gradebook
• Canvas basics guide: https://community.canvaslms.com/t5/Canvas-Basics-Guide/tkb-p/basics  

 

STUDENT LEARNING OUTCOME	ASSESSMENT METHOD
English 1A: Develop a multi-paragraph persuasive essay containing a thesis statement supported by details and evidence organized in unified, coherent, and adequately developed paragraphs.	Essay assignment and/or essay test scored with a rubric
Dental Hygiene 82A: Correctly interpret symptoms and select appropriate interventions to manage patient fear, anxiety, and/or pain in a dental clinic setting.	Observation of role-play scored with a rubric; objective test
Nutrition: Analyze a documented nutritional problem, determine a strategy to correct the problem, and write a draft nutritional policy addressing the broader scope of the problem.	Essay test and/or written project
Organic Chemistry: Synthesize (on paper and in the laboratory) and purify a specified product from a list of given starting materials, while following common safety regulations and procedures.	Written description and observed demonstration
Office Communications and Interpersonal Skills: Assess and recognize an audience in order to develop appropriate communications both orally and in writing that are sensitive to the audience's needs, values, and point of view.	Observed role-play; speech or oral presentation; essay
ESL for Child Development Introduction to Early Childhood: Use English to evaluate the personal qualities of an effective early childhood educator.	Essay test and/or oral presentation; objective test; interview report
Classical Music Appreciation: Describe and relate how the syntax and structure of Classical music have changed over time relative to cultural circumstances.	Essay test or oral and instrumental presentation
Philosophy of Peace and Nonviolent Action: Form reasoned and well-informed judgments on current issues involving the development of peace and the nonviolent resolution of conflict both within and between individuals and social groups.	Student essay response to current events; project; oral presentation

 

EXAMPLE RUBRICS

RUBRIC	DESCRIPTION
Art - Ceramics, SRJC (Word)	This rubric was developed to grade individual students’ ceramics projects and to assess the SLOs relating to students’ independent application of skills as they approach the end of the class.
Group Discussion (PDF)	Many classes emphasize students’ participation in group discussions, and this rubric provides more specific criteria for assessing what this means.
Group Participation (PDF)	While participation in group work is an important part of learning in many classes, it’s often difficult to quantify. This rubric is a model that might be used by an instructor or even by peers to assess students’ involvement in group projects.
Group Presentation/Peer Evaluation (PDF)	This rubric was designed for students to assess their own group’s work as a whole.
Lifelong Learning (PDF)	The Association of American Colleges and Universities developed 15 rubrics to assess student development through their undergraduate experience. This example demonstrates how a rubric can be applied to broad learning, attitudes, and growth.
Math Problem Solving (PDF)	These two rubrics assess the process of problem-solving, going beyond the “correct answer” to assess student learning in math.
Microbiology Lab Notebook (PDF)	Notebooks and portfolios often have so many components that it becomes complicated to grade the student’s performance. This detailed rubric shows the application of a point system to specific criteria in a lab notebook. If the ability to organize and record information from lab work is an SLO, the notebook with the rubric would be a good method of assessment.
Music - Elementary Piano (PDF)	This rubric lists specific aspects of performance and can provide both grading criteria and assessment data for the course.
Oral Presentation (PDF)	Rubrics are commonly used to assess oral presentations. This one presents the ratings in a checklist format for quick assessment and feedback to the student.
PE - Volleyball (PDF)	Clear descriptors to help both students and instructors identify the aspects of different skill levels.
PE - Health (PDF)	How a course might affect overall student behavior and attitudes is important information for most instructors but is often difficult to quantify. This rubric shows an example of how defining levels and describing observable actions can be used for this kind of assessment.
Writing Rubric:  Basic Skills Writing - CSKLS 313 (Word)	This rubric was used both as part of the final exam grade and to assess two of the learning outcomes of the course.
Writing Rubric:  Writing - Placement (PDF)	Most writing placement tests that include a student essay use rubrics. This is one example for entering freshmen.

Questions and Assessment Support

• One-on-one appointments with a SLO Liaison are available to support all faculty working on conducting SLO assessments. We’re here to address your assessment questions and to assist you in working with SLO assessment in Canvas to input your data.

How often should we assess courses? 

The Academic Senate voted that each course must be assessed once every 4 years. The first year of this new assessment cycle is the Academic Year 2023-24. This means that by the end of the 2027-28 academic year, every course your department offered during that period should have been assessed at least once. 

When does the new cycle start? 

The new cycle starts with the academic year 2023-24. 

How should department chairs assign SLO reports? 

Department chairs usually use a rotation list. In this sample rotation list (link to list), the first sheet is for courses offered every academic year. The second sheet is for courses offered every other academic year. The third sheet is for courses offered sporadically. Courses offered sporadically may need to be assessed every time they are offered, as it is better to have a course assessed twice during the 4-year cycle than to miss assessing a course. Because these assessments are rotated by course (not by the instructor), department chairs may also want to create a rotation list of faculty in their department so the work will be evenly distributed. 

When should faculty be assigned SLO reports? 

It is preferable that faculty are assigned to complete an SLO a semester in advance. For instance, if a course needs to be assessed and is offered only in Spring 2026, the chair should let the faculty member know about this assignment by the end of the 2025 Fall semester. This gives the faculty member time to prepare any new assignments. 

What if a faculty member refuses to complete an SLO report? 

According to article 17.02, contract faculty are required to “participate” in the SLO process. If a contract faculty member insists that they want to participate in a different way, they should share their “participation” with the department. For instance, if a faculty member decides that reading professional literature about SLOs is how they will “participate,” that faculty member should present their analysis of the professional literature at the department meeting when SLOs are discussed.  

Can associate faculty be assigned an SLO report? 

It is preferable to assign contract faculty to complete SLO reports. If a course is taught *only* by an associate faculty member when that course is scheduled to be assessed, then the chair may assign that duty to that associate faculty member. The associate faculty member will be paid for 3 additional hours. To get a PAF for that associate faculty member, chairs should contact their deans. 

What comprises an SLO report? 

The SLO report consists of a narrative that analyzes the data from your course and a presentation to your departmental colleagues to discuss whether the SLOs as written on the current COR are effective, accurate, and measurable. If a department discovers that a COR has problematic SLOs, they can revise the COR ahead of the 6-year review cycle. 

How should the department presentation take place? 

Chairs should set aside time at a department meeting for a presentation and a conversation about the CORs for courses assessed in the previous year. It would be helpful for chairs to document these discussions by amending them. 

How often should I collect SLO data? 

For the data to be meaningful, it would be best to collect as much data as possible. This will give you more data points to inform your narrative and your departmental presentation. One section of a class will give some data; five sections of a class will give you better data. 

How do I go about collecting data? 

We have videos that explain how to collect data in Canvas, even if you don’t teach online. Additionally, you can get help by booking an appointment with an SLO Liaison or by contacting the SLO Coordinators. 

My SLOs (outcomes) don't show on the Insights Dashboard, what should I do?

Complete this form and DE will assist you.

What type of language should I include in my syllabus regarding SLO assessment?

"Student Learning Outcomes (SLO) assessment is an important part of this course, aimed at gauging your progress and the effectiveness of our teaching methods. It's essential for refining our educational approach and ensuring your success. 

However, I want to emphasize that your performance in SLO assessments will not impact your final grade in this course. These assessments are solely for learning purposes and to enhance your educational experience. Feel free to engage in them without concern about your grade."