The prescription is to assess and improve the delivery of teaching with the goal of improving learning. Sounds simple enough, and indeed it goes on all the time. Getting it documented is the hard part. Having a simple-as-possible system helps, but only partially.
You can demonstrate to yourself that good things are going on by doing the following exercise. Choose a small department or discipline--certainly not the deadly size of eight around the table. Ask them what changes they've made in the last year to improve their program. You'll probably be surprised. Then start asking why they made the changes. Out will pop assessment information (probably informal observations) and goals (although likely implicit). You can have a good discussion discovering the objectives that were implied by their course of action as a discovery process to build a plan. One way or another, the program is supposed to have a list of goals with objectives in a structure similar to this:
- Objective General statement of what you want to accomplish
- Outcomes Specific statement of how you'll notice if it changes
- Assessment Details of how you make observations
- Results The actual assessment results and what you think of them
- Actions What, if any, actions were taken
The FACS reports mentioned under core skills outcomes is the Faculty Assessment of Core Skills, a liberal arts assessment applied across the whole curriculum. The whole story of that is in Assessing the Elephant.
Note that no one is advertising these as perfect examples of learning outcomes and how they should be reported on. But we should tip our hats to the nice folks at Coker College for the willingness to show us what actual reports may look like.