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Templates for Assessment Reporting

Help Guides for Assessment Plans and Reports 

Assessment Process

Assessment Resources

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Table of Contents

What can SACs assess?

SACs (both CTE and LDC) can assess a learning outcome of their choice (for example, a program outcome, course level outcome or GenEd outcome). SACs who have carried out an assessment and would like to take a year to make significant changes to teaching and learning supports, can opt for the Integration Year plan and report. See this short Assessment Survival Guide for an overview of learning assessment and the Learning Assessment FAQ for more detailed information.


Fall

Spring

Resources

CTE SACs

Multi Year Plan

Integration year plan (optional)

Due date: December 5, 2022

Assessment report OR Integration year report

Due date: June 23, 2023

Learning Assessment FAQ

Help guides:

Glossary of terms (collaborative!):

Learning assessment course modules

LDC SACs

Assessment plan OR

Integration year plan (optional)

Due date: December 5, 2022

Assessment report OR Integration year report

Due date: June 23, 2023


Assessment Reporting Templates and Process

Scroll down the page to see all content.

Templates for Assessment Reporting

CTE Templates

  • CTE Customized Multi-Year Plan

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LDC

Help Guides

(though these were created in 2014, they remain generally relevant to today's forms)

 

Assessment Process & Due Dates

In General

Assessment planning and reporting happen in two phases. For new assessments, each SAC will complete the planning portion of the Assessment template in the fall and the end-of-year report (the latter portion of the template) in the spring. When conducting a follow-up assessment (assessing for improvement), SACs will fill out the Reassessment template--with the planning portion still due in the fall and the results portion due in the spring. CTE Programs and LDC-DE Disciplines use unique templates. Periodically, SACs also submit a Multi-Year Plan (MYP) that projects their schedule for assessing/reassessing their degree and certificate outcomes (CTE) or PCC's Core Outcomes (LDC-DE). 

2017-2018 Expectations

Traditional

LDC-DE SACs will conduct and report on one assessment project. Like last year, these SACs may assess/reassess an existing Core Outcome or may assess/reassess an exploratory outcome. CTE SACs shall assess for the LAC one focal degree and/or certificate outcome. It may be one that aligns with a Core Outcome, or it may be something that aligns with an exploratory outcome (e.g., information literacy or computational literacy). 

Or,

"All-In"

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.

A difference this year: we have only enough funding to support internal scoring of two outcomes this year, and have committed to Cultural Literacy as one of them in order to pilot the new rubric that was developed this summer. The other outcome will be one of the other three, based on, frankly, numbers -- so that our data has a chance at being meaningful. We will use that same outcome for the Multi-State Collaborative (MSC) if we do participate this year. If a SAC selects an outcome that we end up NOT doing the college-wide and/or MSC scoring for, it may still use the two-year plan. The two-year plan allows SACs time to attend a training session, design assignment(s), conduct student assessments, norm faculty evaluators to chosen rubric, evaluate student artifacts, analyze the results, and report out at the end of Year 2. Additional requirements for All-In:

    • One or more faculty from the SAC MUST attend an assignment design workshop in late October 2017, so that faculty have time to add the assignment to winter or spring term courses
    • SAC must conduct some sort of assignment design workshop or training opportunity for participating instructors who did not attend the college workshop
    • Scoring:
      • For the two selected outcomes, we will conduct a college-wide scoring to include a minimum number of artifacts per section–focusing on students with 0-12 credits and >67 credits
      • SAC will plan its own norming and scoring, which can be done in spring, summer, or early fall 2018  
      • SAC faculty are not required to score for the college-wide project, but are welcome to do so
    • End-of-Year Reporting 2018 must include:
      • SAC's approach to assignment design  
      • How many faculty participated
      • How part-time faculty were engaged in project
      • Any other elements of process that seem important
    • End-of-Year Reporting 2019 must include:
      • Process for norming faculty to rubric prior to SAC scoring
      • Data from SAC scoring and from college-wide/MSC scoring as available
      • Interpretation of the data
      • Action plan/action implemented or adopted for addressing areas where student achievement might be improved via instruction in 2018-19 or 2019-20
    • SAC commits to reassessing its chosen outcome, via the same or a similar protocol, in the 2019-20 academic year

CTE Process

General

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

Summative Assessments and TSAs

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: https://www.pcc.edu/resources/academic/TSA-TechnicalSkillAssessments.html

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:

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  • (MYP) - custom templates will be sent to CTE SAC chairs in October
  • CTE Customized Summary Data Report (SDR) - this add-on to the customized MYPs will be sent to SAC chairs in January  
  • CTE Annual Assessment Report Template (also used for Reassessments)--provides details of one of the assessments included in the SDR

Integration Year: In 2021-2022, the LAC developed a pilot project to encourage SACs to take a year between assessment and reassessment to make significant changes to teaching and learning support. SACs will have the opportunity to do an Integration Year in 2022-23 as well - this would be in lieu of an annual assessment project (not in addition to). See additional informational materials below if you are interested in the pilot integration project.

  • Overview document: This short introduction to the integration year offers context for the intention of the integration year, as well as some basics around the process.
  • Slides with links from an information session held on October 18, 2021.
  • Brief video recording of the October 18 session. We only recorded the presentation portion of the session and kept Q&A out of the recording. We will provide some FAQ here soon.
  • Integration Year Report Template

LDC-DE Templates

Integration Year: In 2021-2022, the LAC developed a pilot project to encourage SACs to take a year between assessment and reassessment to make significant changes to teaching and learning support. SACs will have the opportunity to do an Integration Year in 2022-23 as well - this would be in lieu of an annual assessment project (not in addition to). See additional informational materials below if you are interested in the pilot integration project.

  • Overview document: This short introduction to the integration year offers context for the intention of the integration year, as well as some basics around the process.
  • Slides with links from an information session held on October 18, 2021.
  • Brief video recording of the October 18 session. We only recorded the presentation portion of the session and kept Q&A out of the recording. We will provide some FAQ here soon.
  • Integration Year Report Template

Help, Training Resources, and Informational Tools Developed by LAC

Assessment Process & Due Dates

2022-2023 CTE Expectations

CTE SACs will assess a portion of their degree and certificate* outcomes every year as outlined in their customized Multi-Year Plans (MYP), and will report summary data (on SDR) for all assessments conducted, including focal outcome and outcomes partially- or fully-assessed via TSAs. Each SAC will select one of the outcomes assessed from the SDR and provide a more detailed report of their process and findings on the CTE Annual Assessment Report (form to be linked above). The assessment phase is the initial assessment from which the SAC decides on appropriate responses to the findings

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, followed by

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the reassessment phase, which measures the effectiveness of the SAC's response to the initial assessment

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SACs with several degree(s) and/or certificate(s) with unique or unrelated outcomes should contact their LAC coach to discuss the possibility of a longer cycle.

Due Dates for CTE

November 27, 2017: Planning sections of the LAC Focal Assessment/Reassessment Reports - Sections 1 through 3E only!

  • Use the All-In/MSC Participation Form in lieu of the ARF or RRF if your SAC is participating in this project 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 CTE Assessment & Reassessment Report Forms (created in 2014, but still relevant)

November 27, 2017: New or updated Multi-Year Plan (MYP). Assessment coaches can tell SACs if their MYP is out of date

June 16, 2018: Focal Assessment Findings, and Summary Data Report for outcomes not assessed via TSAs

      • Complete the second half of the ARF or RRF (sections 4 through XX) and make corrections, if any, to the planning sections (1 through 3E) submitted in November. This may include changes in process and/or completing information that wasn't decided or available when the planning section of the report was due.
      • Complete the LAC CTE Summary Data Report Form, if applicable.

Submit ALL completed plans and reports to: learningassessment@pcc.edu

 

LDC Process

General

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 for LDC_DE

November 27, 2017: Planning sections of the LAC Assessment/Reassessment Reports - Sections 1 through 3E only!

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).

June 16, 2018: Assessment findings (Traditional) or Report on approach and process (All-In) - see above

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and, ideally, 'closes the loop.'

CTE assessment coaches can give guidance on filling out the MYP, the SDR, and the LAC focal outcome reporting template.

*The outcomes of all certificates one-year in length or longer, and all degrees, are to be assessed with some regularity. The exception is a department that has no full-year certificates or degrees; in that case, they need to assess the outcomes of their less-than-one-year certificate(s).

Due Dates for CTE 

December 5, 2022, submit to learningassessment@pcc.edu:

      • Completed 'green' portion of the SAC's Multi-Year Plan

June 23, 2023, submit to learningassessment@pcc.edu:

      • Completed 'blue' Summary Data portion of SAC's Multi-Year Plan for all outcomes assessed this year
      • Completed CTE Annual Assessment Report and pertinent appendices. These documents will be posted to the public side of Spaces. Please refrain from including the names/IDs of students in, or the faculty teaching, the classes assessed.

2022-2023 LDC-DE Expectations

LDC-DE SACs conduct and report on one assessment project. SACs are free to assess or reassess outcomes of their choosing. The LAC suggests that the SACs ought to focus on either course-level or program-level outcomes, and, when possible, to focus on highly-enrolled courses.

LDC-DE assessment planning and reporting happens in two phases. For first-time assessments, each SAC will complete the planning portion of the Assessment template in the fall and the end-of-year report (the latter portion of the template) in the spring. When conducting a follow-up assessment (assessing for improvement), SACs will fill out the Reassessment template--with the planning portion still due in the fall and the results portion due in the spring.

SACs are responsible for collecting student artifacts, norming the faculty evaluators, evaluating the artifacts, and, ultimately, analyzing the results of this year's assessment.

Due Dates for LDC-DE

December 5, 2022, submit to learningassessment@pcc.edu:

      • Planning section of the LAC Assessment/Reassessment template...

June 23, 2023: Assessment findings to be submitted to learningassessment@pcc.edu.

      • Completed LAC Assessment/Reassessment template (second half of the template submitted in the fall) describing the process and results of this year's assessment and pertinent appendices. These documents will be posted to the public side of Spaces. Please refrain from including the names/IDs of students in, or the faculty teaching, the classes assessed. 
      • If any changes were made to your project, please correct the planning portion of the document before submitting. This may include changes in process and/or completing information that wasn't decided on or available when the planning section of the report was due.

For

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CTE and LDC SACs doing Integration Year process

  • Plan section due by December 5, 2022. This is the first half of the Integration Year Report Template.
  • Full report due by June 23, 2023. This is the second half of the Integration Year Report Template.

To submit each phase of the report, please email it to learningassessment@pcc.edu

Summer Peer Review

At the end of each academic year, all completed assessment reports are reviewed by expert faculty

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peer reviewers, many of which are current members of the Learning Assessment Council

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. 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.

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This feedback is available to SAC members in a different section of PCC's Spaces. Questions about peer review feedback?

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Contact Hannah Love, LAC Chair, hannah.love@pcc.edu.

DSAC Rubrics

Additional Assessment Resources

Funds for Part-Time Faculty

Each SAC is entitled to up to 10 hours per academic

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year of paid compensation, at the College's special projects rate, for assessment work carried out by part-time faculty. The funds can be paid to a single person or divided between multiple people working to support their SAC's assessment efforts.

To secure compensation, SAC chairs must contact their SAC's

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Program Dean with the G number of the faculty member(s) carrying out the work

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and the number of hours

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each is to be paid (not to exceed 10 collective hours, of course). 

Assessment Coaching

The PCC Learning Assessment Council (LAC) provides free year-round assessment coaching to all SACs.

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LDC-DE Coaches will be available in the fall. If you would like to be connected to an assessment coach or have any questions, please contact:

  • Nichole Reding-Hoffart, Academic Support Specialist, 971-722-4555

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CTE Coaches will be assigned in the fall.

General Education and signature assignment coaching is also available through the LAC. If you would like some support in developing your signature assignments, please contact:

Professional Development Opportunities 

**LAC

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Learning Outcome Assessment Class

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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 christopher.brooks3@pcc.edu for registration details.  

This class is ideal for faculty involved in program/discipline assessment through their SAC or for those who want to explore the heart of the biggest mystery in higher ed today. It is intended for PCC full-time and adjunct faculty members.

Here are a few of the topics:

    • How does grading in my class differ from assessing at the program/discipline level?
    • What are the pressures on higher education that are driving changes in accreditation regarding assessment and accountability? How are PCC and other institutions responding? What is happening internationally?
    • What does a quality assessment process at the program/discipline-level look like at PCC (i.e., sample size, norming, direct/indirect, full-time and part-time faculty participation, signature assignments, exam, portfolio, rubrics, checklists, trending, LDC and CTE concerns, etc.)?

Expectations of participants:

      • 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

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Learning Assessment at PCC online course modules: https://tinyurl.com/pcclearningassessment

The first few modules are now ready for you! These include:

  • an Assessment 101 style introductory and fundamentals of assessment course
  • an introduction to PCC General Education Assessment
  • an introduction to transparent assignment design
  • a "how to" for developing signature assignments for General Education courses
  • a primer on inter-rater reliability and recommendations for norming

The LAC is currently working on several more modules of the Learning Assessment Tutorial. Stay tuned for more great learning opportunities.

SAC Resources Page

This Spaces page is full of links to useful documents, presentations, and videos, many of which relate to assessment. SAC Resources Page

LAC Presentation: Assessment at PCC: These PP slides went along with a presentation by Magda D'Angelis Morris in Fall 2020, connecting the various places in which learning assessment is discussed and implemented throughout PCC.

Upcoming Conferences 

  • American Association of Colleges and Universities (AAC&U)

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  • .
    • Note: PCC is an AAC&U member.

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  • Association for Assessment of Learning in Higher Education's (AALHE)

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  • conference

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Library Resources

Other Assessment Resources and Rubrics:

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Learning Assessment Blog

Library Resources

Critical Thinking and Problem Solving Resources and Rubrics:

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Assessment Resources and Rubrics:

  • The VALUE rubrics developed by the Association of American Colleges & Universities (AAC&U) are a great resource. Go to the AAC&U web page for detailed information about the rubrics, and click on this link to view the rubrics in a single PDF:

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  • this PDF may not

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  • reflect the latest versions

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  • of the AAC&U

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  • Institutional Assessment, from the University of Virginia, has great instructions on how to design rubrics for institutional assessment and includes many good examples of rubrics.

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  • , compiled by the North Carolina State University Planning and Analysis

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  • Department, is a resource list of articles, sites, and forums covering many elements of learning assessment.

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