Menu
Laney College

Learning Assessment Committee Homepage

Mission:

to stimulate a culture of ongoing instructional improvement using assessment to facilitate student success.

Assessment Philosophy:

Assessment practices at Laney College ensure quality educational opportunities that respond to the needs of the local and global community. Assessment is an ongoing process that improves student learning and institutional effectiveness through dialogue based on evidence. We value honesty, integrity, curiosity, and the courage to ask deep and interesting questions about student learning, our teaching practices, and our effectiveness as a learner-centered college.

 

Curriculum Committee & Faculty Senate Support Assessment with Resolution

Click on the link below to read the resolution indicating the Curriculum Committee will only review new curriculum from departments who have current curriculum adequately assessed.

Resolution on Assessment Compliance approved LAC 5.3.19 CC 5.10.19 senate 9.3.19 

What Is Assessment?

Assessment is the process of collecting evidence to see if students are actually learning what we’re teaching. The focus is on what the student is able to do or demonstrate, rather than just listing an inventory of what was covered in a particular class. Here is a useful definition from Linda Suskie in her book Assessing Student Learning: A Common Sense Guide (p. 3).

Assessment is the ongoing process of:

  • Establishing clear, measurable expected outcomes of student learning.
  • Ensuring that students have sufficient opportunities to achieve those outcomes.
  • Systematically gathering, analyzing, and interpreting evidence to determine how well student learning matches our expectations.
  • Using the resulting information to understand and improve student learning.

As you may know, the accrediting commission (ACCJC) requires colleges to assess student learning. As a process, assessment of learning and subsequent updates to curriculum, is meant to be faculty-driven. The good news is that there are lots of possibilities, and nobody HAS to do assessment in any particular way. You can choose assessment methods that will work for you and that will give you information you can really use to improve student learning.

Assessment isn’t the same as assigning grades. Grades alone do not give enough information on specific strengths and challenges of students. In addition, grading standards might be vague, while assessment information is very specific.

Benefits of Assessment:

The instructor is more proactive in helping students learn. Expectations are made very clear, so that students know what to expect and know where to focus their energies. There should be frequent prompt feedback that gives enough detail so that students understand their strengths and challenges.

Faculty should be curious to learn how their teaching impacts student learning and, as rational decision-makers, they should want to reflect on evidence, rather than rely on conjecture, to guide decision-making. (Mary Allen, Assessing Academic Programs in Higher Education, p. 13.)