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 intervention 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 has 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



Art - Ceramics, SRJC (Word) This rubric was developed to grade individual students’ ceramics projects and to assess the SLO’s 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 discussion, 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 porfolios 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 a 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.



The examples from SRJC courses and programs on this page show how faculty have used SLO assessment to confirm effective practices and to improve learning.

See also the Mapping Program Outcomes for Majors and Certificates

CHLD 55.5 Foundations of Language and Literacy


A comprehensive written report reveals students’ ability to analyze language and literacy development

Student Learning Outcomes
  • Observe, document and analyze young children’s language identifying the 5 aspects of language.
  • Record, transcribe and analyze a storybook event and discuss how storybook sharing fosters language acquisition and literacy development.
Method of assessment

Students write an in-depth report based on their transcription and analysis of a child’s storytelling session. Reports receive points based on a rubric of 4 areas: complete, clear, correct, comprehensive.


As a whole, students went beyond department expectations in meeting the criteria. Additional emphasis will be put on transcription skills and source documentation, but the department will continue to use this assignment as a tool for assessment of the above outcomes and will monitor student progress.

ART 2.1 Prehistoric to Gothic Art History

The introduction of rubrics improves student focus and writing

Student Learning Outcomes
  • Place a work of art in its historical, cultural and stylistic context
  • Perform visual and critical analysis of a work of art using specialized vocabulary
Method of assessment

To demonstrate their application of course concepts (as described in the above SLOs) students wrote about a specific work of Egyptian art. Samples of students were asked to do this at various times over two semesters to determine the degree to which a rubric would affect the level of achievement towards the outcomes.


When comparing results from the different samples, it became clear that the use of a rubric allowed students to write in a more focused and detailed manner and to appear to retain the material for longer periods of time. Instructors teaching this course now routinely give rubrics to the students and other members of the faculty have been encouraged to do the same. Specifics of the rubric will differ for each instructor, depending on teaching style.

College Skills 100 Math for Medical Administration

Analysis of assessment results leads to in-class changes to improve students’ conversion skills

Student Learning Outcomes
  • Compute conversions within and between three systems of measurement and of calculating dosage/amounts to administer using correct notation and labeling
Method of assessment

A variety of assessment tools were used over two semesters across three sections. These included a pretest, interim quizzes, midterm exams, student surveys, Classroom Assessments, and the final exam.


Based on assessment results, it was decided to add three assignments to the CSKLS 100 curriculum in the first 8 weeks of the semester: two quizzes and a hands-on lab activity. The two quizzes involving the metric system and converting between the three systems of measurement were done in the classroom this allowed instructors to better monitor students’ progress with conversions and provide additional practice options if necessary. The hands-on lab activity involving the conversion of liquid volumes between the household and metric systems took place in the lab. Subsequent assessment revealed that by the fourteenth week, students were succeeding not only in household-apothecary-metric conversion problems but also the application of conversions to dosage calculation. Ongoing assessment will inform instructors the degree to which changes have been effective and whether further changes are needed.

Disability Resource Department and Kinesiology

Two departments collaborate and use assessment to support the health and safety of student athletes

Student Learning Outcomes
  • Students will maintain or improve personal health. Specifically, student athletes who play contact sports will demonstrate a basic understanding of symptoms of concussion, strategies for recovery from concussion, risks of not reporting a concussion, and academic support available following concussion.
Method of assessment

All student athletes (277) were given a pre-test via Zoomerang regarding their knowledge of concussions. Students then participated in a PowerPoint presentation on concussion, watched an educational video prepared by the CDC, and received a handout on concussion from the CDC/NCAA. Finally, they initialed a Concussion Statement developed to further increase their understanding and responsibility in this area. They were then given a post-test on the material.


Results indicated that all the students learned important information about concussion, which directly impacts their ability to identify and recover from this serious injury. Upon discussion, faculty determined that the threshold for student performance on symptoms of concussion should be 100% – that is, all student athletes should know these facts. As result of these findings, the amount of “lecture” will be reduced and a game component will be added to increase student attention to and interaction with the content. Students will also be asked specific questions as part of the check-out process. and they will be reminded of the correct responses as needed.

CS 11 Data Structures and Algorithms

Students demonstrate problem-solving skills through program design assignment in Computer Studies course

Student Learning Outcomes
  • Use principles of software design to analyze programming problems and develop solutions
Method of assessment

Students evaluated the requirements and designed their own solutions to meet the requirements of a data list assignment. Considerable flexibility was built into the assignment so that there were many possible design solutions and students had to discover possible solutions and select and implement one that effectively met the project requirements. Success was evaluated by the effectiveness of the program design selected in meeting the project requirements.


Although results met department criteria for success, faculty suggested that more emphasis could be placed on exploring all possible solutions to solving a problem before selecting a design choice for a program. An activity with this emphasis will be included in the lab prior to the assignment, and the department will re-assess to determine if the added lab activity increased the success rate to 90% of students.

Student Affairs Program

Student Affairs survey reveals value of student leadership programs

Student Learning Outcomes
  • As a result of participating (involvement) in co-curricular programs and activities, students will improve their ability to communicate effectively within group settings.
Method of assessment

A survey using a 5-point Likert scale was given to students involved in clubs, student government, student activities and programs, the Student Ambassadors programs, and the Leadership in Communities class. Criteria for success was that at least 90% of respondents would either agree or strongly agree that leadership programs and trainings had improved their communication skills.


Survey results and many positive student comments reflect a very high degree (98%) of students improvement in communication skills, validating the value of student leadership programs. At the same time, other feedback has led the program to develop more activities and training to build stronger and better relationships between Student Affairs students and the professional staff. Assessment will follow.

HUMAN 10.66 History of Satan


Student projects on works relating to the Satan character reveal some discrepancies in analyzing fact versus fiction

Student Learning Outcomes
  • Critique and evaluate explanatory appeals to the existence and activity of “The Devil.”
Method of assessment

Through two research projects—one on a work of art or fiction, and one on a work of non-fiction—students analyzed historical, geographical, social, and cultural contexts with reference to the classical sources for the character of Satan, and then critiqued how the Satan character functions socially, epistemologically, ontologically and morally. A comprehensive rubric was used to assess all components of the oral and/or written presentation of each project.


In general, students met the achievement criteria for the non-fiction project, but interestingly, fewer students met the criteria for the fiction project. The students seemed to be able to work with non-fiction material with greater facility, and apply the requisite analysis (comfortably meeting the stated criterion for success), while they had a harder time handling fiction. Since fiction is often much less direct, this was not all that surprising. Overall, the assessment project “a qualified success,” and the instructor will focus on the analysis of fiction for improving results in the future.



Faculty create a Program Map to show how courses relate to the SLOs of the certificate/major. Please see the  for an example of how courses are “mapped” to the program outcomes.

Alcohol-Drug Certificate Map (PDF) English Major Map (PDF)
Anthropology Major Map (PDF) Environmental Conservation Major Map (PDF)
Art History Major Map (PDF) HTML Web Developer Certificate Map (PDF)
Biology & Physiology Majors Map (PDF) Pharmacy Technician Certificate Map (PDF)
Chemistry Major Map (PDF) Philosophy Major Map (PDF)
Digital Media, 3D Animation Certificate Major Map (PDF) Restaurant Management Major Map (PDF)