Major, AS-T Transfer Degree and Practitioner Certificate of Achievement Child Development and Family Studies
Stage 4

Assessment Activities

Assessment Methods
  • Student self-assessments (such as reflective journals and surveys)
  • Student satisfaction surveys
  • Pre & post surveys or exams
  • External data
Assessment DescriptionWe administered an Employer Survey in order to gather data about Child Development students employed in San Francisco.

We analyzed the data from a CTE survey completed by CCSF in collaboration with other CCs.

All courses offered from Fall 2012 - Spring 2013 administered SLO Surveys where students rated their understanding of 1-3 SLO's on a scale of 1-7, provided a definition of a key term and gave feedback on strengths and areas for improvement in each class. Every instructor analyzed their data and identified strengths and changes to make in their teaching.
Learning OutcomesThe employer survey focused on this PLO:

Understand and describe the fundamental importance of responsive and nurturing relationships, play, sensory learning and inclusion.

The CTE survey assessed across all PLOs.

The Course-level surveys assessed the effectiveness of different teaching methods as well as course-level SLOs.
Number of Courses~44
Number of Students~1000 surveys were completed; this is a duplicated number as students filled them out in every course.

Data Analysis

Data Shared With
  • Faculty and staff within the same program (at CCSF)
  • Faculty and staff within the same department
  • Faculty and staff from across the college
Data Sharing Methods
  • Face-to-face meetings
  • Email
Data Summary1. The data from the CTE survey.

2. We have performed an ongoing analysis of challenges faced by CDEV students in moving towards transferring and taking GE courses. Through Perkins funding, the department has offered three learning communities to facilitate collaboration and skill-building: 1) Infusing reading and writing support 2) between CDEV Faculty and Mathematics faculty and 3) between CDEV faculty and Biology faculty.

3. Course-level SLO surveys yielded strong results for student self-assessments of understanding, which are reported on in the Excel sheet on the Department SLO webpage and also described in individual course reports.

4. The data from the Employer Survey will be analyzed in Fall 2013.
Data Analysis1. The SLO team of 5 CDEV faculty analyzed the CTE data. Although the data the Research Office was able to provide focused on "Leavers," the students surveyed were not actually "Leavers," as 63% came to the CDEV courses for self-enrichment, earn transfer units without getting a degree, or to update job skills/earn a Permit.

After completing their goals in CDEV:

*Over 91% of students were Very Satisfied or Satisfied with the education/training they received.

*76% were employed at one job after completing their courses/program

*74% had jobs that were close or very close to their training.

*82% reported that the skills they learned were of immediate direct benefit to their career plan (47.83%), of long-term benefit (29.09%) or of indirect benefit (8.7%).

* The percentage of students with permanent jobs raised 9% and with temporary jobs lowered by 8%.

*The percentage of students with medical and dental benefits raised 9%.

This data suggests that our programs are supporting the career and life development of our students and leading to additional benefits and more permanent jobs. Students also expressed high satisfaction with our programs. However, the sample size of 46 was very small and we would prefer to have a larger sample size. We are exploring ways to increase our sample size. Furthermore, the definition of "leaver" does not adequately describe most of our students, 25% of whom have BA's or other advanced degrees and engage in courses for ongoing professional development without the goal of "completing," (i.e. earning a certificate, etc.)

2. We analyzed transfer rates and challenges for our students in taking English, Math, and/or Science GE courses. As a result we initiated a number of learning cohort programs in our departments: Metro Child Development, LIFF, and Youth Worker Pathways programs.

3. Individual faculty analyzed the data for their SLO surveys in their courses, and discussed their results together with others teaching multiple section courses as well as others in their programs. Because we have many programs in CDEV, these conversations and groupings overlap and inform each other.
Next Steps Planned

1. We will ask instructors to assess their student populations for their goals in the courses/programs. Because students reported high levels of satisfaction with the programs and courses, we did not identify specific improvements at the program level as a result of the data analysis. 2. We have implemented many other changes over the past two years related to infusing academic skills and connections in our courses.

Learning Outcomes

ALL. See specifics in previous answers. Our goal is for our external assessments to assess across PLOs, but because it is hard to get specific data and feedback for the program level we are exploring additional ways to assess and to develop improved assessments of our programs.

Changes

Details

1. We (the core CDEV SLO Team) developed the Employer Survey, a new assessment tool. 2. As a department, we formed five SLO Reflection groups, combining course- and program-level members. Each group met 1-2 x/semester. We aim for each group to meet at least twice a semester. 3. We implemented many changes on the individual level. 4. We printed the Major PSLOs in large type, collected pictures of CCSF students working with children in our lab schools as well as children's artwork and posted them in the classrooms to help our faculty and students become more familiar with the PSLOs associated with our major. 5. The SLO Team created buttons and posters with creative logos like " Going SLOly," "SLO" Ideas start here and "SLO and Steady Wins the Race" in the attempt to infuse more fun, creativity and commitment to ongoing assessment of SLOs and PSLOs in the department at large. 6. We have implemented new strategies to support literacy and numeracy in our courses (we will be documenting those changes in Fall 2013)

Learning OutcomesALL

Tentative Future Assessment Plans

Assessment TermFall 2013
Assessment Activities

Analysis and discussion of assessment data and next steps

Assessment DetailsWe will analyze the results of the Employer Survey in Fall 2013 to assess across PSLOs in all programs.

We will document changes that have been implemented to improve Numeracy and Literacy skills in our courses and choose a focus for all instructors for Fall 2013.

As our assessments have all been across PSLOs in all our programs, we will develop ways to assess PSLOs within programs.

We will work with CDEV 72 instructors to develop a PSLO assessment as CDEV 72 is a capstone course.

ILO Alignment and Assessment Plans

I.A. Use reason and creativity...• Examine the role of families and communities in the lives of children and youth, including secure relationships, community resources, diverse family structures, inclusion and the development of a community commitment to social justice.
I.B. Apply diverse viewpoints...• Describe developmentally appropriate practice and diverse philosophical approaches in early childhood settings.
I.C. Locate, retrieve, and evaluate information...• Evaluate and demonstrate formal and informal observations and assessments of children to document development, play, growth and learning.
Fall 2013 ILO Assessment PlansYes we plan to assess one of the above-mapped SLOs in Fall 2013.

SLO Details Storage Location

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