assessment: course four column...assignments, in-class examples, and opportunity to meet in office...

El Camino: Course SLOs (HUM) - Journalism

Spring/Summer 2019Assessment: Course Four Column

ECC: JOUR 1:News Writing and Reporting

Course SLOs Assessment MethodDescription Results Actions

SLO #1 - Upon completion of thecourse, students will be able to writea one-sentence, hard news/summarylead that incorporates at least 3 ofthe 5 Ws, is 30 words or less anddoesn't start with a quote or theattribution.

Course SLO Assessment Cycle: 2013-14 (Spring 2014), 2014-15 (Spring2015), 2015-16 (Spring 2016), 2017-18 (Spring 2018), 2018-19 (Spring2019), 2019-20 (Spring 2020)

Course SLO Status: Active

Input Date: 12/09/2013

Standard and Target for Success:70%

% of Success for this SLO: 67Faculty Assessment Leader: kate mcFaculty Contributing to Assessment: kate mc

Action: We will incorporate amandatory student check in onthe final project as a way offlagging those students who mightbe struggling with completion. Wewill also engage in more informalcheck-ins at the start of class, afterthe assignment is given.(10/09/2019)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2018-19(Spring 2019)Standard Met? : Standard MetOf the 32 students enrolled in the course, 25 met the SLO ,for a 67 percent success rate. Seven students did not,representing a 33 percent rate. The students who did notmeet the standard either did not do the work or struggledwith basic skills. The ones who didn't do the work said theyhad too much going on to keep up and never fully engagedthe class material. (09/12/2019)

% of Success for this SLO: 93Faculty Assessment Leader: Kate McLaughlinFaculty Contributing to Assessment: Anna Mavromati andKate McLaughlin

Action: We will make theworkload and requirements clearin the first two weeks so as to givestudents a realistic picture of whatto expect so they won't figure thatout later. (09/06/2018)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2017-18(Spring 2018)Standard Met? : Standard MetThe two students who weren't successful were unpreparedfor the level of work in the course. One had a lot on hisplate and just couldn't follow through on work and theother was an athlete who didn't have the time or energy atthe end of the day to do the work. (09/06/2018)

Semester and Year Assessment Conducted: 2015-16

Essay/Written Assignment - Fortheir final project in J1, students arerequired to cover a city councilmeeting and write a 500- to 700-word news story in the invertedpyramid structure that focuses onthe most newsworthy agenda itemthrough research and interviews.

01/28/2020 of 30Generated by Nuventive Improve


Faculty Assessment Leader: Kate McLaughlinFaculty Contributing to Assessment: Stephanie Frith, AnnaMavromati

(Spring 2016)Standard Met? : Standard Not MetOf 39 students in 3 sections, 20 students (50%) met the SLOand 19 students did not.

MCLAUGHLIN ANALYSIS: They aren’t processing the work.By their own admission they are waiting until the lastminute and rushing in an unedited chronological account.Most students didn’t do well on the SLO assessmentbecause they waited too long to start the project. There is amisconception that the city council story is a one-timeactivity, or a “report” where they write down what happensand turn it in. Despite many discussions, examples (bothprofessional and student papers), many students turned inpartial drafts. Many acknowledged their shortcomings. Inthe future, I will try making the project due in stages,though there is a limit to that, given the time it takes toprepare reporters and time then left to report the story.

FRITH ANALYSIS: Students do not have strong basic writingskills – they don’t understand mechanics or punctuation oreven basic spelling. They do not understand how toproperly quote sources – or even that sources should beincluded. Most seem to think that everything they need canbe googled – NOT something journalists do. They need astrong basic foundation in English prior to enrolling in J1 ifthere is to be any chance at success. (05/29/2017)

Faculty Assessment Leader: Kate McLaughlinFaculty Contributing to Assessment: Stefanie Frith

Action: Because of grammaticalissues, the department wants tocontinue with English 100 andincrease the allowable hours. Theinstructors could use more releasetime to work one-on-one withstudents, and separate officespace is needed so that suchmeetings could be private.(09/24/2015)

Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard MetOf the 45 students evaluated (3 sections of J1), 38 met theobjective (84%).Most students seem to understand this SLO, butgrammatical issues brought their grades down.(09/24/2015)



Action Category:Program/College Support

Faculty Assessment Leader: Kate McLaughlin

Action: While these students didwell, many J1 students still havebasic skills needs that need to bemet, and this success rate is due inlarge part to the extra time thatthe instructors and advisers haveto spend with the students.Refining the implementation ofEnglish 100 and solving all relatedproblems is critical for the successof J1 students. (06/11/2015)Action Category:Program/College Support

Semester and Year Assessment Conducted: 2013-14(Spring 2014)Standard Met? : Standard MetOf the 7 students evaluated, 100% met the criteria.(09/05/2014)

SLO #2 - Upon completion of thecourse, students will demonstrate theability to research and evaluateappropriate sources and backgroundmaterials for a news story.






Action: We will incorporate amandatory student check in onthe final project as a way offlagging those students who mightbe struggling with completion. Wewill also engage in more informalcheck-ins at the start of class, afterthe assignment is given.(10/09/2019)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2018-19(Spring 2019)Standard Met? : Standard MetOf the 32 students who enrolled in the class, 25 met thestandard. five of those who did not meet the standard saidthey underestimated the time it takes to brainstormapplicable sources for a story and to then go and get theinfo needed from those sources. Despite the in-classinstruction, handouts, periodic check-ins, relatedassignments, in-class examples, and opportunity to meet inoffice hour for one-on-one coaching and feedback, they stilldidn't manage their time or expectations well enough toresearch and acquire appropriate sources. The other twosimply disappeared, so it's hard to say why they didn'tcomplete the project. (09/12/2019)

Action: We will make theworkload and requirements clearin the first two weeks so as to givestudents a realistic picture of whatto expect so they won't figure that

Semester and Year Assessment Conducted: 2017-18(Spring 2018)Standard Met? : Standard MetClass sizes were small this semester and this let instructorsachieve a high success rate. Only one student didn't make




% of Success for this SLO: 98.15Faculty Assessment Leader: Kate McLaughlinFaculty Contributing to Assessment: Anna Mavromati andKate McLaughlin

out later. (09/06/2018)Action Category: TeachingStrategies

it. He failed because he got overwhelmed with working onthe magazine at the same time as being in J1. (09/06/2018)

Faculty Assessment Leader: Kate McLaughlinFaculty Contributing to Assessment: Stefanie Frith, AnnaMavromati

Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard Not MetOf 39 students in 3 sections, 26 students (67%) met thestandard, but 13 did not.

McLaughlin: Most students didn’t do well on the SLOassessment because they waited too long to start theproject. There is a misconception that the city council storyis a one-time activity, or a “report” where they write downwhat happens and turn it in. Despite many discussions,examples (both professional and student papers), manystudents turned in partial drafts. Many acknowledged theirshortcomings. In the future, I will try making the project duein stages, though there is a limit to that, given the time ittakes to prepare reporters and time then left to report thestory. I think a mandatory human development course intime management would help.

Frith: Students do not have strong basic writing skills – theydon’t understand mechanics or punctuation or even basicspelling. They do not understand how to properly quotesources – or even that sources should be included. Mostseem to think that everything they need can be googled –NOT something journalists do. They need a strong basicfoundation in English prior to enrolling in J1 if there is to beany chance at success. (05/29/2017)

Action: Because students seem tobe unprepared, we should look atthe cut score for English 1Aeligibility as this is the prerequisite

Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard Not MetOf the 45 students (3 sections), 29 met the objective (64%).




for J1. As is, instructors don't haveenough time to devote to workingwith students to bring them up tothe level required for success.(09/24/2015)Action Category: CurriculumChanges

This is below our target of 70% success. Students appear tobe unprepared for the level of research and critical thinkingrequired. (09/24/2015)


Action: While the success rate is atour target, the students needmore time with their instructorsand advisers, and a dedicatedcomputer classroom would be ofgreat benefit to the students. It isrecommended that advisersreceive increased release time sothat they can be more available tosupport the students.(06/11/2015)Action Category:Program/College Support


SLO #3 - Upon completion of thecourse, students will be able to writea complete hard news story using theinverted pyramid format.






Action: We will incorporate amandatory student check in onthe news story assignment as away of flagging those studentswho might be struggling withcompletion. We will also engage inmore informal check-ins at thestart of class, after the assignmentis given. (10/09/2019)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2018-19(Spring 2019)Standard Met? : Standard MetOf the 32 students who enrolled in the class, 25 met thestandard. five of those who did not meet the standard saidthey underestimated the time it takes to report a citycouncil news story. Despite the in-class instruction,handouts, periodic check-ins and assignments buildingtoward the final project, the opportunity to meet theinstructor at a trial run council meeting and opportunity tomeet in office hour for one-on-one coaching and feedback,they still didn't manage their time or expectations wellenough to get the job done. The other two simplydisappeared, so it's hard to say why they didn't completethe project. (09/12/2019)




% of Success for this SLO: 96.3Faculty Assessment Leader: Kate McLaughlinFaculty Contributing to Assessment: Anna Mavromati andKate McLaughlin

Action: We will make theworkload and requirements clearin the first two weeks so as to givestudents a realistic picture of whatto expect so they won't figure thatout later. (09/06/2018)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2017-18(Spring 2018)Standard Met? : Standard MetOnly one student didn't meet the standard. He gotoverwhelmed by working on the magazine at same time astaking J1. (09/06/2018)


Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard Not MetOf 39 students in 3 sections, 22 students (56%) met the SLO,but 17 students did not.

McLaughlin: Most students didn’t do well on the SLOassessment because they waited too long to start theproject. There is a misconception that the city council storyis a one-time activity, or a “report” where they write downwhat happens and turn it in. Despite many discussions,examples (both professional and student papers), manystudents turned in partial drafts. Many acknowledged theirshortcomings. In the future, I will try making the project duein stages, though there is a limit to that, given the time ittakes to prepare reporters and time then left to report thestory. They fulfill the word count, but it is not a multi-source, inverted pyramid story that adheres to AP style andis error free. See above for reasons why and possiblesolutions.

Frith: Students do not have strong basic writing skills – theydon’t understand mechanics or punctuation or even basicspelling. They do not understand how to properly quotesources – or even that sources should be included. Mostseem to think that everything they need can be googled –NOT something journalists do. They need a strong basicfoundation in English prior to enrolling in J1 if there is to beany chance at success. (05/29/2017)



Faculty Contributing to Assessment: Stefanie Frith, AnnaMavromati


Action: Because students seem tobe unprepared, we should look atthe cut score for English 1Aeligibility as this is the prerequisitefor J1. As is, instructors don't haveenough time to devote to workingwith students to bring them up tothe level required for success.(09/24/2015)Action Category: CurriculumChanges

Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard Not MetOf the 45 students (3 sections), 30 met the outcome (67%).

This is below the target for success. As with SLOs 1 and 2,grammatical issues and lack of preparedness for college-level work appear to interfere with students' mastery of theSLOs. (09/24/2015)


Action: This low success rateindicates need for change. J1students are expected to completemany complex writingassignments as they must be well-trained by the time they beginwriting for the Union (for which J1is the prerequisite). Increasing thenumber of tutors and/or tutorhours an a dedicated computerclassroom are two ways thecollege could support studentsuccess in J1. (06/11/2015)Action Category:Program/College Support

Semester and Year Assessment Conducted: 2013-14(Spring 2014)Standard Met? : Standard Not MetOf the 7 students evaluated, 57% met the criteria.(09/05/2014)


ECC: JOUR 14abcd:Multimedia Journalism


SLO #1 - Upon completion of thecourse, students will be able torecord, edit and post a 2-minuteaudio profile story using a digitalrecording device, Audacity audioediting software and the onlineSound Cloud application.

Course SLO Assessment Cycle: 2014-15 (Fall 2014), 2015-16 (Fall 2015),2018-19 (Spring 2019), 2019-20(Spring 2020), 2020-21 (Spring 2021)


Input Date: 12/09/2013Standard and Target for Success:70%

% of Success for this SLO: 87Faculty Assessment Leader: Stefanie Annette FrithFaculty Contributing to Assessment: Stefanie Annette Frith

Action: More laptops loaded withthe programs required forstudents to complete theirassignments in class aredesperately needed. While theprogram has about a dozenworking laptops, priority is usuallygiven to editors who must publishthe newspaper and website. Wealso have students in the photo,advanced journalism andmagazine production classes whorequire laptops as well. English100 does help in allowing theroom to stay open Mondaythrough Thursday from about 8a.m. to 4 p.m. but that does notwork for all students. Also,because the room is open to alljournalism students (J1, J12) andnot just publication-relatedstudents, sometimes there are notenough computers available touse in the newsroom because theyare all occupied. Several of ourcomputers have also beeninoperable due to various ITissues. At any time, 10 Maccomputers can be out ofoperation. More laptops wouldallow students to work in thenewsroom if the Mac desktops arenot available. (09/13/2019)

Follow-Up: We have been able tohire an instructional assistant to


Semester and Year Assessment Conducted: 2018-19(Spring 2019)Standard Met? : Standard Met13 met the standard2 did not2 were not applicable (either dropped the class, was absentor stopped showing up or simply did not turn in theassignment)

Students have asked for more lab time in order to completetheir work, as the computer programs required to completethe assignments are only available on the newsroomcomputers in H113. While there is a 3-hour lab assigned tothis class, there are other newspaper/website techniquesthey need to complete during that time. Having the labopen with English 100 has helped, but not every studentcan come before class or stay after. (09/13/2019)

Additional Information: Of the twostudents in the class, one was able tomeet the standard and one was not.Therefore, 50 percent of thestudents met the standard. This isbecause the student had access to afunctioning computer with the toolsnecessary to edit and post an audiostory, such as Garageband orAudacity.

Portfolio - Throughout the semesterstudents are required to file onestory per week for a total of 15throughout the semester. At leastfour of those stories must bemultimedia packages that contain atleast three multimedia elements,such as video, audio, interactivesurvey question, data visualization,etc. Text-based stories must containat least one relevant, workinghyperlink and a social mediacomponent, such as a tweet.



keep the room open an additional25 hours a week and this hashelped the newsroom beavailable. However, a full-timeassistant is required for studentsto have full access Monday-Friday. (09/13/2019)

Faculty Assessment Leader: Kate McLaughlinFaculty Contributing to Assessment: Kate McLaughlin

Semester and Year Assessment Conducted: 2015-16 (Fall2015)Standard Met? : Standard Not Met4 of 6 students (67%) succeeded with this SLO. Studentsstruggled with recording proficient, adequate stories,possibly because they had too many platforms to choosefrom. (04/13/2016)


Action: Request funding forupdated computers for the laband a lab technician so studentshave adequate resources andmore of the professor's time canbe spent directly on instruction.(12/16/2015)Action Category:Program/College Support

Semester and Year Assessment Conducted: 2014-15 (Fall2014)Standard Met? : Standard Not MetOf the two students in class, one did not meet the standardbecause when they came to the lab to work on theirproject, none of the available computers were operational.The machines in the lab date back to 2008 and many havestopped working. We often have more people thanfunctional computers in the lab, at which point the studentswander off and don't or can't return, so they don't learnhow to do the design packages. Another issue thatprevented this student from success in this SLO is that whenhe arrived to work in the lab, the instructor was not able towork closely with the student. This is due to the many otherdemands on the instructors' time, such as budget, travel,grants, meetings, curriculum, ongoing equipment check-in/check-out and maintenance, managing student workersand the ad manager, ordering supplies, fixing the printers,dealing with visitors, answering emails, managing eightadjuncts, etc. (12/12/2014)



SLO #2 - Upon completion of thecourse, students will be able to shoot,edit and post a 3-minute man-on-the-street video focusing on answers to astudent-related question, using avideo camera, external mic, videoediting software and YouTube.



Input Date: 12/09/2013Standard and Target for Success:70%


Action: More laptops loaded withthe programs required forstudents to complete theirassignments in class aredesperately needed. While theprogram has about a dozenworking laptops, priority is usuallygiven to editors who must publishthe newspaper and website. Wealso have students in the photo,advanced journalism andmagazine production classes whorequire laptops as well. English100 does help in allowing theroom to stay open Mondaythrough Thursday from about 8a.m. to 4 p.m. but that does notwork for all students. Also,because the room is open to alljournalism students (J1, J12) andnot just publication-relatedstudents, sometimes there are notenough computers available touse in the newsroom because theyare all occupied. Several of ourcomputers have also beeninoperable due to various ITissues. At any time, 10 Maccomputers can be out ofoperation. More laptops wouldallow students to work in thenewsroom if the Mac desktops arenot available.Having our new instructionalassistant has helped but this isonly 25 hours a week. A full-timeinstructional assistant would allowthe room to be open Mondaythrough Friday. Most of ourstudents don't have classes on

Semester and Year Assessment Conducted: 2018-19(Spring 2019)Standard Met? : Standard Met16 met the requirement1 student was not applicable because they stoppedattending and turning in work because they needed moretime to work on projects.

(09/13/2019)

Additional Information: Of the twostudents in class, one was able tomeet the standard, while the otherstudent was not. Therefore, 50percent met the standard. This isbecause the student had access to aworking computer with the toolsnecessary to complete this SLO, suchas iMovie, FinalCutPro and YouTube.This student met the standard alsobecause she was able to get helpfrom the instructor in the lab.




Fridays and want the ability towork at that time as well. (09/13/2019)

Follow-Up: Having our newinstructional assistant has helpedbut this is only 25 hours a week. Afull-time instructional assistantwould allow the room to be openMonday through Friday. Most ofour students don't have classeson Fridays and want the ability towork at that time as well.(09/13/2019)



Semester and Year Assessment Conducted: 2015-16 (Fall2015)Standard Met? : Standard Met6 of 6 or 100% of students successfully completed therequirements for this SLO. Instruction, curriculum,assessment and student preparedness and interest are allworking well in this SLO. (04/13/2016)


Semester and Year Assessment Conducted: 2014-15 (Fall2014)Standard Met? : Standard Not MetOf the two students in class, one did not meet the standardbecause when he came to the lab to work on their projects,none of the available computers were operational. Themachines in the lab date back to 2008 and many havestopped working. We often have more people thanfunctional computers in the lab, at which point the studentswander off and don't or can't return, so they don't learnhow to do the design packages. Another issue thatprevented this student from success in this SLO is that whenhe arrived to work in the lab, the instructor was not able towork closely with the student. This is due to the many otherdemands on the instructors' time, such as budget, travel,




grants, meetings, curriculum, ongoing equipment check-in/check-out and maintenance, managing student workersand the ad manager, ordering supplies, fixing the printers,dealing with visitors, answering emails, managing eightadjuncts, etc. (12/12/2014)

SLO #3 - Upon completion of thecourse, students will be able to writea 300-word online news story thatutilizes at least one relevant,functioning hyperlink.






Action: More hours in thenewsroom through aninstructional assistant would help.Right now, he works 25 hours aweek. Friday hours would beappreciated by the students.And/or, students need morelaptops loaded with the programsavailable in the newsroom so theycan work when the room is closed.(09/13/2019)

Follow-Up: Having aninstructional assistant who canhelp students when they are inthe newsroom and keep it openMonday through Thursday for 25hours total does help. But moreaccess is really needed.(09/13/2019)


Semester and Year Assessment Conducted: 2018-19(Spring 2019)Standard Met? : Standard Met14 yes3 no0 na

Newsroom availability is becoming an issue. It's open fromabout 8 a.m. to 4 p.m. Monday through Thursday butstudents often have classes and work at this time. They begfor Friday hours. (09/13/2019)


Action: Include more double-byline story assignments and peer-editing/review exercises in class.(02/13/2017)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2015-16 (Fall2015)Standard Met? : Standard Met4 of 6 students successfully met this SLO. Students hadgeneral language and editing trouble and other issues withwritten stories presented a challenge for some. Theyseemed to need more practice editing their own work andseeing and critiquing the work of others. (04/13/2016)

Additional Information: Of the twostudents in class, both were able tomeet the standard. Therefore 100percent of the class met thestandard. This is because studentshave access to the tools they need tosuccessfully complete this SLO, suchas access to the Internet.






Semester and Year Assessment Conducted: 2014-15 (Fall2014)Standard Met? : Standard MetOf the two students in class, none failed to meet thestandard because they had access to the tools they neededto successfully complete the assessment. Although accessto operational computers in the lab is a significant barrier tostudent success -- the computers in the lab date back to2008 and many have stopped working, leaving us often withmore people than there are functional computers -- moststudents are able to complete this SLO from home, usingtheir own computers. In this case, both students had accessto computers outside the home. (12/12/2014)


ECC: JOUR 7ab:Advanced Photojournalism (Same course as PHOT 206ab)


SLO #1 First Alterations - Uponcompletion of the course, studentswill apply the first of three acceptablealterations to a photograph, asdefined by the Associated Press (AP),which is cropping the photo usingPhotoshop, to add creativity to thepage, and bring impact to the photo'smeaning.

Course SLO Assessment Cycle: 2013-14 (Spring 2014), 2014-15 (Spring2015), 2015-16 (Spring 2016), 2016-17 (Spring 2017), 2017-18 (Spring2018), 2018-19 (Spring 2019), 2019-20 (Spring 2020)



Standard and Target for Success: 90percent students should scoreacceptable.

% of Success for this SLO: 100Faculty Assessment Leader: Gary Kohatsu

Action: I believe the success ofSLO #1 can be maintained by acombination of classroom and labexercises and assignments. Some,but not all, students are usingphone apps to alter the imagestaken on their smart phone andiPhones. Apps can help familiarizestudents with the cropping (SLO#1) process. But the latter is not apart of the J7 or Photo 206curriculum, so I do not depend onapps to ensure success rate. Thus,continued emphasis on sizingphotos will be continued throughclass assignments, homework andlab exercises. (09/12/2019)

Follow-Up: Maintained theclassroom and lab work that hasworked in past semester.s(09/12/2019)

Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2018-19(Spring 2019)Standard Met? : Standard MetJournalism 7 and Photo 206 are the same course, AdvancedPhotojournalism. Eight total students in the combinedcourses: 7 students participated in SLO #1, one student didnot participate. Of the 7 participating students, there was100 percent success rate. Student success for SLO #1,cropping the image, was due to (1) emphasis on thistechnique in classroom lecture and lab; (2) and increasinguse of photo adjustments through photography platformson the phone, such as Instagram. Phone apps allowstudents to resize or crop their images before sharing onFacebook and Instagram. Subsequently, cropping is apracticed (09/12/2019)

% of Success for this SLO: 85.71Faculty Assessment Leader: Luis Sinco

Action: Cropping a photograph inan acceptable manner is astraightforward concept. I talkwith students about how croppingcan isolate the action, emotionand moments within a specificphotograph. We discuss howcropping can help convey thereality and truth inherent in aphotojournalistic image. Weconsider how cropping caneffectively maximize visual impacton paper and online. We put the

Semester and Year Assessment Conducted: 2017-18(Spring 2018)Standard Met? : Standard MetSix out of seven students understood and applied SLO #1First Alteration of cropping. Six students easily grasped theSLO, which was discussed in lecture and performed duringlab hours. The seventh student partially grasped theconcept, mainly because of poor attention during lab hourswhen the SLO was put into practice. (06/27/2018)

Presentation/Skill Demonstration -Photoshop skill demonstration.



topic into practice during labhours. I instruct and help studentseffectively crop their raw images.Through homework and fieldwork,how cropping effectively enhancesthe power of images and drawsreader attention becomes evident.

(06/27/2018)Action Category: TeachingStrategies

Faculty Assessment Leader: Gary Kohatsu

Action: This course has beendropped for the Fall 2017semester. If continued in theSpring 2018 semester, anotheradjunct instructor will teachJournalism 7. I will discuss SLO 1with this new instructor andemphasize that he/she continueworking with Union staffphotographers on image cropping.(04/09/2018)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2016-17(Spring 2017)Standard Met? : Standard MetOf the 4 students tested for SLO 1 — Cropping an image — Ibelieve all students succeeded because each has anacceptable understanding of image composition. I testedeach student in three specific areas of cropping: Vertical,horizontal, and loose cropping to include text overlay. Thelatter is a more advanced technique and I use this as anindicator of a photographer who might have the skillsdesired in a photo editor. One student, John Lopez,demonstrated the instinctive eye for cropping an image toinclude text overlay. Each student explained why they chosea specific crop, as each photo is unique in it content andcomposition. I was satisfied with each student's reason forcropping an image vertically, horizontally and freestyle withadded text overlay. (09/13/2017)

Action: Because of the 100percent success rate, I willcontinue to have students practicecropping images in creative ways.(11/28/2016)

Follow-Up: This was the last


Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard Met8 students completed SLO #1 and 8 students succeeding inmeeting the requirements. I think the students weresuccessful in this cropping exercise because as advancedstudents, they have experience in cropping in the camera asthey are photographing the image. In the post-processing



Faculty Assessment Leader: Gary KohatsuFaculty Contributing to Assessment: Gary Kohatsu

meeting of Journalism 7. Thecourse was dropped for lack ofenrollment for Fall 2017. As ofSpring 2017 semester, I continuedto check the progress of J7photographers. The four Unionphotographers readily practicedcropping on their own, as it is animportant part of advancedphotography. (06/12/2017)

phase, of which SLO #1 is measured by, the studentsshowed the necessary skills to tweak or make minor adjustsin a crop. (09/16/2016)


Action: Add an SLO 1 exercise inwhich students can crop an imageseveral ways, then compare theeffectiveness of each. This exercisewill also include the practice anddiscussion of "in camera".(09/24/2015)

Follow-Up: Encouraged studentsto crop an image in a variety ofways, but they often providedless-satisfying crops to meet theexercise requirements. In theend, they went back to their firstcrop and abandoned thesecondary choices. I abandonedthe exercise because I don't wantstudents doubting their instincts.Since photographers are not pageeditors, they will not be makingcrop adjustments on the page.(09/16/2016)


Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard MetOf the 4 students evaluated (1 section), 4 met the outcome(100%).

All students demonstrated acceptable abilities for SLO 1,but degrees of effectiveness varied from student to student.For example, cropping the image in post-production can bean indicator of photo editor material; however, the crops Isaw were sufficient but might have lacked a certain depthof composition and meaning. (04/25/2016)

Action: These results areextremely satisfactory, so we willmaintain the current methods ofinstruction. (06/01/2015)Action Category: Teaching

Semester and Year Assessment Conducted: 2013-14(Spring 2014)Standard Met? : Standard MetOf 9 students, 9 scored acceptable. See related documentfor analysis. (04/28/2014)



Faculty Assessment Leader: Gary KohatsuFaculty Contributing to Assessment: Gary KohatsuRelated Documents:SLO Analysis

Strategies

SLO #2 Second Alterations - Uponcompletion of the course, studentswill apply the second of threeacceptable alterations to aphotograph, as defined by theAssociated Press (AP), which is toadjust the image for contrast usingPhotoshop, which gives the photodimension.

Course SLO Assessment Cycle: 2013-14 (Spring 2014), 2014-15 (Spring2015), 2015-16 (Spring 2016), 2016-17 (Spring 2017), 2017-18 (Spring2018), 2018-19 (Spring 2019), 2019-20 (Spring 2020)



Standard and Target for Success: 90percent of students should scoreacceptable.


Action: I believe continued successof SLO #2, tonal adjustments to aphoto, can be maintained throughcourse lecture, laboratory workand homework assignments . Thekey is to identify each student'sprogress and help him/her duringthe semester. Since J7 and Photo206 students are part of the Unionand Warrior Life staff, they aresmaller in numbers that the basicphotojournalism enrollment whichcould be in the 20s. So, personalinstruction on SLO #2 is definitelypossible. (09/12/2019)

Follow-Up: Reviewed andpracticed the lecture and labwork of previous semesters. Thiscontinues to reap student successin SLO #2. (09/12/2019)


Semester and Year Assessment Conducted: 2018-19(Spring 2019)Standard Met? : Standard MetJournalism 7 and Photo 206 are the same course, AdvancedPhotojournalism. Eight total students in the combinedcourses: 7 students participated in SLO #2, one student didnot participate. Of the 7 participating students, there was100 percent success rate. Student success for SLO #2, tonaladjustment or altering contrast, was due to (1) emphasis ofthis technique in classroom lecture and lab; (2) andincreasing use of photo tone adjustments for photographyplatforms on the phone, such as Instagram. Phone appsallow students to vary the contrast or tone of their imagesbefore sharing on Facebook and Instagram. Subsequently,tonal alterations is becoming more familiar to the public ingeneral. I only mention the latter because of the increasingavailability of phone apps, and many people do becomeacquainted with changing picture tones through these"apps."By the same token, I do not use apps in my teachingcurriculum nor do I recommend phone apps as a substitutefor Photoshop lessons, which I present in the classroom andlab. (09/12/2019)

Action: SLO 2 requires masteringthe fundamentals of exposure,including ISO, shutter speed andaperture. Done correctly, thefundamentals effectively minimizethe need for toning and contrastadjustment with Photoshop.Getting it right in the cameraprecludes the extensive use of


Presentation/Skill Demonstration -Photoshop skills demonstration.


https://elcamino.tracdat.com:443/tracdat/viewDocument?y=iBmxYjp4yyMF



computer applications, which isthe stated ideal ofphotojournalism. You present tothe reader exactly what you got inthe field. There is no substitutefor shooting plenty ofphotographs. Lots of hands-oninstruction and learning during labhours produces results.



Action: Continued success of SLO2 can be achieved by having J7photographers periodicallydemonstrate how they tonallyadjust photos they are uploadingto Camyak, for publication in theUnion newspaper. Note: Thiscourse was cancelled for the Fall2017 semester. If continued in theSpring 2018 semester, I haveprovided a projected date of Feb.19, 2018 for follow up. Also, Ilikely will not teach this course aswe move forward, so will assist inthe SLO 2 process with the newinstructor. (02/19/2018)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2016-17(Spring 2017)Standard Met? : Standard MetEach student demonstrated an acceptable level of SLO 2,tonal adjustment for contrast and color saturation. RyanGuitare and Joh'nysha Vercher applied tonal adjustment toa photo using the levels tool in Photoshop. John Lopez andOsvaldo Deras made tonal adjustments to a photo using theCurves tool. Either tool is acceptable, with Curves being amore advanced means of adjusting an image. The end resultwould not indicate which tool was used. I believe all thestudents were successful in tonal adjustments because allshoot with their cameras set for a RAW image, which is anuntouched, uncompressed photo that retains all details. Araw image must be converted to a JPEG or TIFF file, andthen the levels or curves tool applied to enhance theimage.While a RAW image contains all details andinformation of a photo, it is unrefined. RAW shooters learnvery quickly to bring out the final image through tonaladjustment. (09/13/2017)

Action: Because of the 100percent success rate of SLO #2, Iwill continue to have students

Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard Met




practice adjusting the tonal levelsthrough the Curves or Levelsfeatures. (11/28/2016)

Follow-Up: J7 studentsdemonstrated proficiency of tonaladjustments through the Curvesand Levels tools of Photoshop.(09/13/2017)


8 students took part in SLO #2 and all 8 students succeededin meeting the requirements. I believe the success of thisexercise is due to the students having advanced skills andunderstanding that in most cases, the image straight fromthe camera will need some tonal adjustment. All studentsshowed proficiency in the use of Curves or Levels inPhotoshop to achievement good tonal quality of the image.(09/16/2016)


Action: Regarding the differencesin tonal adjustments for a printedphoto versus the same image tobe printed in a newspaper: First, Iwould give each student onephoto that is slated for print in theUnion newspaper. Then I wouldhave each photographer make thenecessary tonal adjustments tocreate (1) a quality, acceptableprinted 8x10 image, and (2) anadjusted photo as he/she believesis suitable for the newspaper.Third, I will tweak the tonal levelsof the designated photo as itshould be for newspaperpublication.

The final step will be to comparethe tones of all images. Specialemphasis will be on comparing my“tweaked” photo and the image asit appears in the Unionnewspaper.I think this compare/contrastexercise will provide betterunderstanding of how photos fornewspapers generally need to belighter and less contrasty.


All students demonstrated acceptable abilities for SLO 2,but degrees of effectiveness varied from student to student.For example, students did well in achieving an acceptableimage for general purposes. (04/25/2016)





Action: Students should be madeaware of the differences betweentonal adjustment (contrast andsaturation) for a printed photoversus adjustment for newsprint.Few staff photographers have todeal directly with the image fornewspaper stock, so theyoversaturate their images. Finally,photographers can sharpen animage but do they understand themeaning of sharpness? None ofthe four tested students gavemuch thought to over-sharpeningand its pitfalls. (09/24/2015)Action Category: TeachingStrategiesAction: These results areextremely satisfactory, so we willmaintain the current methods ofinstruction. (06/01/2015)Action Category: TeachingStrategies


SLO #3 Third Alterations - Uponcompletion of the course, studentswill apply the third of threeacceptable alterations to aphotograph, as defined by theAssociated Press (AP), which is toadjust the image for sharpness usingPhotoshop, which brings clarity toimages.

Course SLO Assessment Cycle: 2013-14 (Spring 2014), 2014-15 (Spring


Standard and Target for Success: 90percent of student should scoreacceptable.

Action: As with SLOs #1 and #2, Ibelieve student success will behigh by continuing to emphasizeSLO #3 in classroom lecture, labwork and homework assignments.However, since SLO #3,sharpening, is an application thatis least needed and practicedamong photographers today,familiarity of sharpening isn'tdependent on its use. Knowledgeof when to sharpen an image and

Semester and Year Assessment Conducted: 2018-19(Spring 2019)Standard Met? : Standard MetAdvanced PhotoJournalism is comprised of two courses:Photo 206, in the Fine Arts Division, and Journalism 7, in theHumanities Division. Since enrollment in both courses arelow, 4 students on each side, I am combining the results ofall students for purposes of consistency.Seven (7) students participated in SLO #3, one student didnot participate. SLO #3 is the sharpening of an imagethrough the "sharpening" Photoshop tool.Of the 7 participating students, there was 100 percent

Presentation/Skill Demonstration -Photoshop skills demonstration.




2015), 2015-16 (Spring 2016), 2016-17 (Spring 2017), 2017-18 (Spring2018), 2018-19 (Spring 2019), 2019-20 (Spring 2020)Input Date: 12/09/2013


which Photoshop tool to accessfor sharpening is sufficient. Note:because some cameras have"increased sharpening" alreadyutilized through factory presets, aswell as cameras and lenses ofincreased sharpness "straight outof camera," I will remember tomention that sharpening is therewhen needed, but possibly neverat all.Again, SLO#3 success will bemaintained by applying oremphasizing in both class lecturesand homework assignments, andin lab work. (09/12/2019)

Follow-Up: As in past semesters,maintaining SLO #3 through classwork will be emphasized toensure that we have studentsuccess in the future years.(09/12/2019)


success rate. Student success for SLO #23, the enhancementof a photo through sharpening, was due to (1) emphasis onthis technique in classroom lecture and lab; (2) andincreasing use of photo tone adjustments for photographyplatforms on the phone, such as Instagram. I only mentionthe latter because there is an increasing availability ofphone apps, and some people do become acquainted withchanging picture sharpness through these "apps."By the same token, I do not use apps in my teaching nor do Irecommend phone apps as a substitute for Photoshoplessons that I present in the classroom and lab."Sharpening" an image, which practiced by advancedphotographers is the least utilized of the three SLOs for J7and Photo 206 students. It is an application that we practicein moderation. (09/12/2019)


Action: Group edits of studentassignments makes readilyapparent what is and what is notin focus within a photo take. In somany instances, the students canconclude by themselves that someimages can be so out of focus thatusing the Photoshop sharpeningtool is useless. The emphasisshould always be to capture animage in focus so that thesharpening tool is a last resort.(01/27/2019)Action Category: TeachingStrategies





Action: Continued success of SLO3 can be achieved by ensuring allJ7 photographers fully understandtheir cameras and to set the(cameras) menu features toslightly reduce saturation andsharpness. I want my students tolearn to boost sharpness andsaturation in the post-processingphase, rather than allow theircameras to perform thesefunctions. The J7 course wascancelled for the Fall 2017semester, but will hopefully bepicked up in the Spring 2018semester. So the action date isprojecting ahead. (02/19/2018)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2016-17(Spring 2017)Standard Met? : Standard MetI believe the success of SLO 3, image sharpness, is apracticed skill because advanced photographers generallyset their DSLR or mirrorless cameras to average or lowerlevels of contrast and sharpness. This is done so cameras donot "over-process" images, which is often seen in low-endcameras. The 4 advanced students understand that the lessprocessing done by the camera, the more they have tomake adjustments in Photoshop, or other software such asLightroom or Aperture. Professional photographers want tocontrol the sharpening, because if a camera over-sharpensthe image, there is no going back to de-sharpen. Ourphotographers know that it is always best that they controlevery aspect of the final image, including the sharpeningprocess, to give their images a professional look. Also, twoof five photographers shoot with Canon cameras, while theother three shoot with Nikons. Each camera delivers adifferent look in terms of dynamic range, saturation andsharpness. Understanding the camera usually motivatesadvanced photographers to enhance their photos with thevarious features of Photoshop, including the sharpeningtool. (09/13/2017)


Action: Due to the 100 percentsuccess rate demonstrated bystudent in SLO #3, I will continueto allow and encourage them tomake their own judgment calls insharpening images. (11/28/2016)

Follow-Up: J7 studentsdemonstrated adequateunderstanding and use of thesharpening tool in Photoshop. Ishowed them a preferred rangeof sharpening, so the final image


Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard Met8 students took part in SLO #3 and all 8 met therequirements of successfully sharpening an images inPhotoshop. I think the success of sharpening an image isdue to the students have advanced photo skills. They couldidentify images of which appeared "soft" (lacking clarity) tothe eye, and then tweak the image to give it a sharp edge.(09/16/2016)



doesn't look pixelated from over-sharpening. I think this has helpedstudents to make good judgmentcalls on how much sharpeningeach photo requires. Willcontinue to monitor this area ofpost processing in one-on-onediscussions. (09/13/2017)


Action: SLO 3 warrants an exerciseto control the amount ofsharpening and what happenswhen we cross a line.(04/25/2016)Action Category: TeachingStrategies


All students demonstrated acceptable abilities for SLO 3,but degrees of effectiveness varied from student to student.For example, three of the students seemed to undervaluethe sharpening tool in Photoshop. (04/25/2016)


Action: These results areextremely satisfactory, so we willmaintain the current methods ofinstruction. (06/01/2015)Action Category: TeachingStrategies




ECC: JOUR 9abcd:Magazine Editing and Production


SLO #1 - Upon completion of thecourse, students will be able togenerate five different feature storyideas with focused angles and contactinformation for at least three possiblesources to interview.

Course SLO Assessment Cycle: 2013-14 (Spring 2014), 2014-15 (Spring2015), 2017-18 (Spring 2018), 2018-19 (Spring 2019), 2019-20 (Spring2020)





Action: More time can be spentduring lab time going out withstudents to help them find storyideas. It seems the more studentsuse their cell phones tocommunicate via social media andtexting, the harder it becomes forthem to talk to people "in real life"in person. (09/13/2019)

Follow-Up: There was a big dip insuccess this particular semesterand it's hard to know exactly why.We will continue to assesswhether or not more time duringlab spent finding stories can help.(09/13/2019)


Semester and Year Assessment Conducted: 2018-19(Spring 2019)Standard Met? : Standard Not Met2 Yes7 No

The students seem to think they have a lot of time to putthis homework assignment together, but it can take weeksto find five solid, thoroughly developed ideas. They wait toolong to start and then they realize they cannot complete theassignment. This is partially what happened this semester.The other piece is that some of the students in the classwere simply frightened of having to approach people. (09/13/2019)

% of Success for this SLO: 85.71Faculty Assessment Leader: Kate McLaughlinFaculty Contributing to Assessment: Stefanie Frith

Action: We will work to impressupon students the length of timethe story idea assignment takes.It's not as thought they can sitdown and bang it out. They haveto add the reporting layer to thetask. (09/06/2018)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2017-18(Spring 2018)Standard Met? : Standard MetOnly one student didn't meet the standard. He said it wasbecause he didn't start the assignment soon enough. Hemade the assignment up later in the semester and didgreat, but he didn't make the deadline. (09/06/2018)

Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard Not MetOf 1 section with a total of 6 students, 2 students (33%) metthe SLO, while 4 students did not.

Frith: Three students did not submit the 5 story ideasassignment. They said they, “Just didn’t do it.” They

Essay/Written Assignment - Fortheir first assignment in J9, studentsare required to identify and developfive campus-related story ideassuitable for publication in thestudent magazine and to presenttheir ideas in a written assignmentthat includes focused story anglesand source contact information.



Faculty Assessment Leader: Stefanie Frith

admitted later they thought this would be an “easy” classwhere not a lot of work was required. Eventually everyoneunderstood the assignments and did well with SLO 2 –writing a story. All except one did well on SLO 3 and headmits he just threw together his portfolio because he knewhe was failing the class anyway. Upping the course to 3units next semester may help determine if the studentstake the work more seriously. (05/29/2017)


Action: We will continue to ask forsupport from the institution in theform of a full-time lab tech andmore administrative support.(09/24/2015)Action Category:Program/College Support

Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard MetOf the 3 students evaluated, 3 met the outcome (100%).

While all students met the SLO, one of the students didn'tmeet the other two SLOs and therefore didn't pass theclass. (09/24/2015)


Action: While the numbers arestrong, we know that the studentshave basic skills needs that requiremore time than instructors canprovide during class. Because ofthis, English 100 must be refinedand running smoothly in order forstudents to benefit from it.(06/11/2015)Action Category:Program/College SupportAction: While this number is good,the number of students includedin the assessment is too small tofully understand student success.In the future, 100% of students inJ9 classes will be assessed.(06/11/2015)Action Category: SLO/PLOAssessment Process




SLO #2 - Upon completion of thecourse, students will be able to writea 600- to 800-word feature story thatutilizes an alternative lede, a nutgraph and direct quotes.






Action: The students did a greatjob putting together theirportfolios and coming up withcreative digital elements.(09/13/2019)

Follow-Up: More time reviewingthe portfolio assignment andusing more lab time (and havingEnglish 100 with an instructionalassistant), as well as moreInDesign training led to successfulSLO results. Faculty attendingnational conferences and meetingwith magazine professionals hasalso assisted in providing thelatest in this ever-changingindustry, which is exciting for thestudents to then learn.(09/13/2019)


Semester and Year Assessment Conducted: 2018-19(Spring 2019)Standard Met? : Standard Met9 Yes0 No (09/13/2019)

% of Success for this SLO: 100Faculty Assessment Leader: Kate McLaughlinFaculty Contributing to Assessment: Stefanie Frith

Action: No action necessary. Can'timprove on 100 percent.(09/06/2018)Action Category:Program/College Support

Semester and Year Assessment Conducted: 2017-18(Spring 2018)Standard Met? : Standard MetAll students were successful on this SLO. (09/06/2018)

Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard MetOf 1 section and 6 students, 6 students (100%) met the SLOand 0 students did not.

Frith: Three students did not submit the 5 story ideasassignment. They said they, “Just didn’t do it.” Theyadmitted later they thought this would be an “easy” classwhere not a lot of work was required. Eventually everyoneunderstood the assignments and did well with SLO 2 –

Essay/Written Assignment - Fortheir final project in J9, students arerequired to create a portfolio thatcontains everything they received inthe class (handouts, gradedassignments, 10 pages of lecturenotes, etc.) and everything theyamassed to create their featurestory, including transcriptions,interview notes, art, schedules,drafts, etc., The portfolio alsocontains a digital element on Storifythat serves as a portfolio to showpotential employers.




writing a story. All except one did well on SLO 3 and headmits he just threw together his portfolio because he knewhe was failing the class anyway. Upping the course to 3units next semester may help determine if the studentstake the work more seriously.

The stories were created using a multi-step process asopposed to single deadline. Drafting helped. It should beadded that unlike J1, the stories in J9 are the semester-longmajor project, so the luxury of multiple drafts is possible.For J1, there is a lot more to learn and a lot more going on.(05/29/2017)



Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard Not MetOf the 3 students evaluated, 2 met the outcome (67%).

The SLOs aren't met because we are running adepartment/program and a business staffed by beginnersand teaching classes and arranging for extensive travel andaward prep and entry. There's no time to spend helpingstudents. (09/24/2015)


Action: While these numbers aregood, the students and faculty areworking under very difficultconditions as the Journalism lab'scomputers are dying and needreplacing. Students need to beworking with the industrystandard of publishing andproducing articles, photography,and multimedia. The industrystandard is Mac computers andthe department needs all newMac computers. (06/11/2015)Action Category:Program/College Support




Action: While this number is good,the number of students includedin the assessment is too small tofully understand student success.In the future, 100% of students inJ9 classes will be assessed.(06/11/2015)Action Category: SLO/PLOAssessment Process

SLO #3 - Upon completion of thecourse, students will be able toproduce at least three pieces of artillustrating a feature story, which mayinclude but is not limited to photos,illustrations or data visualizationcharts.



Input Date: 12/09/2013 Standard and Target for Success:70%


Action: No action needed. Theassessment was a success for allstudents involved. (09/13/2019)

Follow-Up: More time reviewingthe portfolio assignment andusing more lab time (and havingEnglish 100 with an instructionalassistant), as well as moreInDesign training, led tosuccessful SLO results. Facultyattending national conferencesand meeting with magazineprofessionals has also assisted inproviding the latest in this ever-changing industry, which isexciting for the students to thenlearn. (09/13/2019)


Semester and Year Assessment Conducted: 2018-19(Spring 2019)Standard Met? : Standard Met9 Yes0 No (09/13/2019)

% of Success for this SLO: 100Faculty Assessment Leader: Kate McLaughlinFaculty Contributing to Assessment: Stefanie Frith

Action: No change necessary.Can't improve on 100 percent.(09/06/2018)Action Category:Program/College Support

Semester and Year Assessment Conducted: 2017-18(Spring 2018)Standard Met? : Standard MetAll students were successful on this SLO. (09/06/2018)

Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard Met

Portfolio - For their final project inJ9, students are required to create aportfolio that contains everythingthey received in the class (handouts,graded assignments, 10 pages oflecture notes, etc.) and everythingthey amassed to create their featurestory, including transcriptions,interview notes, art, schedules,drafts, etc., The portfolio alsocontains a digital element on Storifythat serves as a portfolio to showpotential employers.




Of 1 section of 6 students, 6 students (100%) met the SLO,while 0 did not.

Frith: Three students did not submit the 5 story ideasassignment. They said they, “Just didn’t do it.” Theyadmitted later they thought this would be an “easy” classwhere not a lot of work was required. Eventually everyoneunderstood the assignments and did well with SLO 2 –writing a story. All except one did well on SLO 3 and headmits he just threw together his portfolio because he knewhe was failing the class anyway. Upping the course to 3units next semester may help determine if the studentstake the work more seriously. (05/29/2017)



Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard Not MetOf the 3 students evaluated, 1 met the outcome (33%).

The SLOs aren't met because we are running adepartment/program and a business staffed by beginnersand teaching classes and arranging for extensive travel andaward prep and entry. There's no time to spend helpingstudents. (09/24/2015)


Action: While these numbers aregood, the students and faculty areworking under very difficultconditions as the Journalism lab'scomputers are dying and needreplacing. Students need to beworking with the industrystandard of publishing andproducing articles, photography,and multimedia. The industrystandard is Mac computers andthe department needs all newMac computers. (06/11/2015)Action Category:Program/College Support




Action: While this number is good,the number of students includedin the assessment is too small tofully understand student success.In the future, 100% of students inJ9 classes will be assessed.(06/11/2015)Action Category: SLO/PLOAssessment Process
