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  • In General

  • 2017-2018 Expectations

  • CTE Process

  • LDC Process

  • Peer Review

Assessment Resources

  • Funds for Part-Time Faculty

  • Coaching

  • Professional Development Opportunities

  • Upcoming Conferences


SACs planning to do a large-scale assessment of 12 or more sections may participate in PCC's 2017-18 "All-In" internal assessment project. "All-In" ideally involves one course with 10 or more sections participating (could combine Winter and Spring courses) plus at least 2 sections of at least one additional course in the discipline (high-enrolling courses tend to offer more representative student demographics), OR 12 sections of different courses are acceptable for SACs that do not have that many sections of the same course. All-in SACs may assess using the new Cultural Awareness/Literacy rubric (PCC's own), or the LEAP VALUE rubrics for any of Critical Thinking, Quantitative Literacy, or Written Communication. Assessing only one of these outcomes is required.



CTE SACs directly assess their their Degree and Certificate Outcomes. And And, because those same program outcomes have been mapped to PCC's institutional outcomes, aka Core  Outcomes Core Outcomes, the Core Outcomes are assessed indirectly.


CTE  SACs are responsible for conducting summative assessments of all degrees and certificates within a two-year cycle (according to their Multi-Year Plan). Programs receiving federal Perkins funds must file state-mandated annual summary data reports, called Technical Skills Attainments (TSAs), every June. The TSA reports must be filed with PCC's Institutional Effectiveness Office with a copy provided to Dr. Kendra Cawley in Academic Affairs. SACs whose programs are not fully assessed via TSAs must complete the LAC's Summary Data Report (SDR) along with their Assessment or Reassessment report, explained below. For more information on TSAs, go to:

Focal Assessments

Additionally each year, every CTE SAC conducts an assessment aimed at improvement--called "focal" assessment. A focal assessment has two parts, which can be performed in separate calendar years:


  • Use the Multistate Collaborative Participation Form in lieu of the ARF or RRF if your SAC is participating in the MSC in 2016-17
  • Use the LAC Assessment Report Form for an initial assessment, or
  • Use the LAC Reassessment Report Form for a follow-up assessment.
  • Help Guide for CTE Assessment & Reassessment Report Forms (created in 2014, but still relevant)


Assessment is an ongoing activity where SACs submit yearly reports. LDC and DE SACs have a collective responsibility to ensure students are attaining the outcomes of the transfer and general education degrees (AS, ASOT/B, AAOT, and AGS). The institutional outcomes, aka Core Outcomes, are the basis of these degrees.LDC-DE SACs are required to conduct a Traditional or All-In assessment (see above for details). Templates for a first-round Assessment or a follow-up Reassessment will be available in October.

Due Dates

November XX, 2017: Planning sections of the LAC Focal Assessment/Reassessment Reports - Sections 1 through 3X only! Focal Assessment - On the appropriate template:

The following are still in flux and may change:

      • Use the Multistate Collaborative Participation Form in lieu of the ARF or RRF if your SAC is participating in the MSC in 2017-18
      • Use the LAC Assessment Report Form for an initial assessment, or
      • Use the LAC Reassessment Report Form for a follow-up assessment.
      • Help Guide for LDC/DE Assessment & Reassessment Report Forms (created in 2014, but still relevant).


At the end of each academic year, all completed assessment reports are reviewed by faculty peers. Peer reviewers are recruited by PCC's Learning Assessment Council and undergo training before being assigned to teams. Over the summer the peer reviewers look at the plans, reports, summary data (where appropriate), and other documents submitted by their assigned SACs and critique them using a standard rubric. When the feedback forms have been completed, they are saved as PDFs and made available in September to the respective SACs. Copies of the rubrics to be used for 2018 assessment reports will be posted in October 2018 in the Templates section on this page. Confidential feedback is available to SAC members in PCCa different section of PCC's Spaces. Questions about peer review feedback? Read former-LAC-chair Wayne Hooke's "Making Sense of Your Peer Review Feedback/CTE [pdf]."

Assessment Resources

Funds for Part-Time Faculty to Participate 


To secure compensation, SAC chairs must contact their SAC's administrative liaison with the G number of the faculty member(s) carrying out the work. SAC chairs are responsible for designating the number of hours to be compensated. If a SAC chair is unsure of who their dean liaison is, please contact Susan Wilson in Academic Affairs: or 971-722-4555.


The PCC Learning Assessment Council (LAC) provides free year-round assessment coaching to all SACs. Coaching assignments are usually finalized early each fall. The following individuals can put SACs in touch with their assigned coach:

Professional Development Opportunities 


Meets all Fridays fall term 2017, except November 10 and 24; 10:00 to 11:50 a.m., in Cascade TH 202. Registration is first-come, first-served. Contact for registration details.  


      • Attendance at all or most of the classes
      • Presentation of an assessment activity at the end of the course that could be used in your SAC, or in your class, that addresses one or more of the core outcomes
      • (Optional): Directed readings outside of class--one to two hours per week.

Courses offered through PCC's Center for Careers in Education

Upcoming Conferences 


Assessment Listserve: Subscribe to ASSESS at

Learning Assessment Blog

Library Resources

Critical Thinking and Problem Solving Resources and Rubrics: