Assessment Philosophy

Academic Course and Program Assessment

Assessment of student learning outcomes in academic offerings (courses and programs) at Glen Oaks Community College has been undergoing a steady process of improvement. Our goal is to strike a balance between creating clear, streamlined, and sustainable processes while keeping the focus where it belongs: improving student learning in every class and program.

Glen Oaks is currently participating in the Higher Learning Commission (HLC) Assessment Academy to bring the most current best practices for student learning assessment to our campus.

The faculty-led Assessment Committee oversees all assessment processes at the College and recommends improvements to the Chief Academic Officer. The most recent Assessment Committee recommendations adopted by GOCC’s Academics division are outlined below.

Common Course Outcomes (CCOs)

All credit-bearing courses have Common Course Outcomes (CCOs).

CCOs ensure consistency, transferability, and measurable student success across all course sections.

Each CCO will:

  • Be listed in the Course Development Model (CDM) and on every syllabus for every course section, regardless of location, instructor, or format (full-time or adjunct; face-to-face on- or off-campus, online, or hybrid)

  • Be developed through consensus of all full-time faculty in the discipline who teach the course, to maximize transferability or meet program/industry outcomes

  • For courses without full-time faculty, administration may assign a part-time (adjunct/annual) instructor in the discipline to develop CCOs

  • Use a common quantitative measure with a defined benchmark for success, even if the assessment is qualitative in nature (for example, at least 3 points on a 4-point rubric; at least 80% on a common long-answer exam question)

  • Use a common quantitative target for success (for example, 70% of students will meet the defined benchmark)

Completability of Assessment

To ensure sustainability and clarity:

  • Each course is limited to a reasonable number of CCOs unless otherwise required by external, discipline-specific accreditation

  • Infrequently offered courses (one section per year or less), stacked/combined courses, Open Entry/Open Exit courses, and certain other courses may be limited to a smaller number of CCOs

  • Faculty must submit a rationale for reduced CCOs

  • Adjustments require recommendation from the Assessment Office, review by the Assessment Committee, and approval from the Academic Dean

This structure ensures assessment remains meaningful and manageable.

Alignment with Program and Institutional Learning Outcomes

Assessment at Glen Oaks is intentionally aligned across levels.

  • Program Learning Outcomes (PLOs) and Institutional Learning Outcomes (ILOs) are mapped to individual CCOs

  • PLOs and ILOs are assessed indirectly through ongoing CCO assessment, in addition to any required external assessments

  • Each course must have at least one CCO mapped to an ILO, though not every CCO is required to align with an ILO

  • Each course required in an occupational program must have at least one CCO mapped to a PLO, though not every CCO must align with a PLO

This alignment ensures that course-level learning supports program goals and institutional priorities.

Assessment Plans

The proposed default pattern is:

  • One CCO assessed per semester

Faculty may develop alternate patterns when necessary to collect sufficient data, particularly in low-enrollment courses.

Full-time faculty develop assessment plans that ensure minimum frequency of assessment within each cycle.

Assessment data deadlines:

  • February 15 for Fall semester assessment data
  • September 15 for Winter semester assessment data

These timelines ensure timely data review and action planning.

Consistency and Revision of CCOs

Common Course Outcomes may be revised under the following conditions:

  • During Course Development Model (CDM) review
  • During Curriculum Committee revision
  • Based on accreditation changes or requirements
  • As an action plan resulting from analysis of assessment findings
  • As part of Program Review
  • Based on statewide initiatives such as Right Math at the Right Time or transfer initiatives

This ensures CCOs remain current, relevant, and aligned with student and workforce needs.

Why This Matters for Students

This structured, faculty-led assessment process ensures:

  • Consistent learning expectations across all course sections
  • Clear and measurable standards for student success
  • Alignment between coursework, programs, and institutional goals
  • Continuous improvement driven by real student data
  • Strong transferability and industry alignment

Assessment protects the integrity and value of a Glen Oaks credential. It ensures that every course contributes meaningfully to student learning, career readiness, and academic advancement.